4th edition maureen auman - voyager sopris learning · teacher edition • grades 9–12 iii meet...

Informative/Explanatory • Argument • NarrativeProduction • Research • Range of Writing

Reading • Speaking and Listening • Language

4th Edition

Maureen Auman

Teacher Edition Grades 9–12

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Teacher Edition • Grades 9–12 iii

Meet the Author of Step Up to WritingMy journey with Step Up to Writing started in a classroom filled with eighth graders anxious to head to high school and nervous about passing eighth-grade exams. The challenge of preparing students to reach proficient or advanced levels on district and state writing assessments forced me to rethink the way I taught writing.I analyzed the skills that students needed to master and broke instruction into small steps. Then, I taught these one at a time using direct, explicit instruction as well as a workshop approach. Students participated in active, hands-on lessons after seeing demonstrations on how to organize information, create topic sentences and introductions, and support topics with facts, details, and elaboration.Test scores validated the improvements I saw in the classroom. More importantly, students were on task and willing to write. They liked the clear, simple directions that

saved them time, provided a structure, and encouraged them to share their ideas. Word spread first among my fellow language arts teachers, then to the rest of the school, and eventually outside the district. Thousands of teachers in and out of the United States now use Step Up to Writing strategies every day in K–12 classrooms. My hope is that Step Up to Writing 4th Edition will inspire even more teachers to make all lessons active and multisensory—guaranteeing the academic success of students everywhere.

Step Up to Writing 4th Edition has been developed to prepare students to be proficient writers for the 21st century while maintaining the same explicit instruction and workshop approach that first engaged and improved the skills of my students over two decades ago.

TABLE OF CONTENTS

F1 Teacher Edition • Grades 9–12

Welcome to Step Up to Writing!Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

Welcome to Step Up to Writing! . . . . . . . . . . . . . . . .F8Research-Based Instructional Design . . . . . . . . . . . .F9A Comprehensive Writing Program . . . . . . . . . . . .F10What Can Step Up to Writing Students Achieve? . . . . . . . . . . . . . . . . . . . . . . . . . . . .F15How Does Step Up to Writing Support Teachers? . . . . . . . . . . . . . . . . . . . . . . . . . . .F17A Guide for Using Step Up to Writing in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . .F21Schoolwide Implementation . . . . . . . . . . . . . . . . . . .F25

Writing to Improve Reading Comprehension . . . . . . . . 1

Responding to Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

T1-1 Free Responses . . . . . . . . . . . . . . . . . . . . . . . . . . 6T1-2 Response Starters . . . . . . . . . . . . . . . . . . . . . . . . 7T1-3 Reading Notation Responses . . . . . . . . . . . . . . 9T1-4 Agree/Disagree Responses . . . . . . . . . . . . . . . 10T1-5 Quotation Responses . . . . . . . . . . . . . . . . . . . . 11T1-6 Two-Column Guided Responses . . . . . . . . . . 13T1-7 Quick Sketch Responses . . . . . . . . . . . . . . . . . 14T1-8 Text Connections . . . . . . . . . . . . . . . . . . . . . . . 15

Marking the Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

T1-9 Highlighting and Underlining . . . . . . . . . . . . 17T1-10 Mark Once . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19T1-11 Circle Once, Underline Twice . . . . . . . . . . . . 20T1-12 Pick a Number . . . . . . . . . . . . . . . . . . . . . . . . . 22

Taking Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

T1-13 Easy Two-Column Notes . . . . . . . . . . . . . . . . 25T1-14 One Idea per Paragraph Note Taking . . . . . . 26T1-15 Using Two-Column Notes for Character Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28T1-16 Three- and Four-Column Notes . . . . . . . . . . . 29T1-17 Developing Study Guides . . . . . . . . . . . . . . . . 31T1-18 Mapping and Webbing . . . . . . . . . . . . . . . . . . 32

Summarizing Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

T1-19 Four-Step Summary Paragraphs . . . . . . . . . . 35T1-20 Plot Line Summaries . . . . . . . . . . . . . . . . . . . . 37T1-21 The 12-Word Trick . . . . . . . . . . . . . . . . . . . . . . 38

Analyzing Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

T1-22 Making Inferences from Text . . . . . . . . . . . . . 41T1-23 Making Inferences and Analyzing Text

with Informal Outlines . . . . . . . . . . . . . . . . . . 43T1-24 Making Inferences and Analyzing Informational Text . . . . . . . . . . . . . . . . . . . . . . 45T1-25 Making Inferences and Analyzing Argument Text . . . . . . . . . . . . . . . . . . . . . . . . . 46T1-26 Making Inferences and Analyzing Literature and Drama . . . . . . . . . . . . . . . . . . . 48T1-27 Making Inferences and Analyzing a Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49T1-28 Using Graphic Organizers to Analyze Text Structure . . . . . . . . . . . . . . . . . . . . . . . . . . 51T1-29 Comparing and Contrasting Texts . . . . . . . . 54

Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

T1-30 Quick Check for Note Taking . . . . . . . . . . . . . 58T1-31 Summary Writing Scoring Guide . . . . . . . . . 59

Foundational Writing Skills . . . . 63

Introduction to Writing . . . . . . . . . . . . . . . . . . . . . . . . . . 67

T2-1 Introducing Three Types of Writing . . . . . . . 68T2-2 Prompts for Three Types of Writing . . . . . . . 70T2-3 The Writing Process . . . . . . . . . . . . . . . . . . . . . 72T2-4 Prewriting: Brainstorming . . . . . . . . . . . . . . . 73T2-5 Considering Purpose and Audience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75T2-6 Recognizing the Traits of Effective Writing . . . . . . . . . . . . . . . . . . . . . . . . 77T2-7 Collaborative Writing . . . . . . . . . . . . . . . . . . . 79T2-8 Using Technology to Write and Collaborate . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

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Teacher Edition • Grades 9–12 F2

T2-9 Using Technology to Produce and Distribute Writing . . . . . . . . . . . . . . . . . . . . . . 84

T2-10 Reinforcing Keyboarding and Computer Skills . . . . . . . . . . . . . . . . . . . . . . . . 86

T2-11 Exploring Standard English and Variations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

T2-12 Proofreading and Final Copy . . . . . . . . . . . . . 90

Masterful Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

T2-13 Recognizing Fragments, Run-Ons, and Complete Sentences . . . . . . . . . . . . . . . . . . . . . 93

T2-14 Parts of a Sentence: Subject and Predicate . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

T2-15 Better Sentences . . . . . . . . . . . . . . . . . . . . . . . . 97T2-16 Sentence Kinds and Structures . . . . . . . . . . . . 98T2-17 Sentence Variety . . . . . . . . . . . . . . . . . . . . . . . 100T2-18 Choosing Precise and

Concise Language . . . . . . . . . . . . . . . . . . . . . . 103

Perfect Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

T2-19 Planning Paragraphs with Informal Outlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

T2-20 Topic Sentences . . . . . . . . . . . . . . . . . . . . . . . 108T2-21 Accordion Paragraphs . . . . . . . . . . . . . . . . . . 109T2-22 Using Transitions Effectively . . . . . . . . . . . . 111T2-23 Learning about Elaboration . . . . . . . . . . . . . 113T2-24 Connecting the Conclusion to

the Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114T2-25 Writing Cohesive Paragraphs . . . . . . . . . . . . 116T2-26 Analyzing a Paragraph . . . . . . . . . . . . . . . . . . 118

Conventions of Standard English . . . . . . . . . . . . . . . . . 120

T2-27 Recognizing Parts of Speech . . . . . . . . . . . . . 121

T2-28 Using Pronouns Correctly . . . . . . . . . . . . . . 123

T2-29 Using Phrases . . . . . . . . . . . . . . . . . . . . . . . . . 125

T2-30 Using Clauses . . . . . . . . . . . . . . . . . . . . . . . . . 127T2-31 Avoiding Misplaced and Dangling

Modifiers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129T2-32 Using Verbals . . . . . . . . . . . . . . . . . . . . . . . . . 131

T2-33 Avoiding Shifts in Verb Moods and Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . 133

T2-34 Using Parallel Structure . . . . . . . . . . . . . . . . . 135T2-35 Varying Syntax for Effect . . . . . . . . . . . . . . . . 137T2-36 Formatting Quotations

and Paraphrases . . . . . . . . . . . . . . . . . . . . . . . 138T2-37 Using Commas and Apostrophes . . . . . . . . 142T2-38 Using Colons, Semicolons, and Dashes . . . 144T2-39 Using Parentheses, Brackets,

and Ellipses . . . . . . . . . . . . . . . . . . . . . . . . . . . 146T2-40 Using Spelling Strategies . . . . . . . . . . . . . . . . 147

Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . 150

T2-41 Informative/Explanatory Paragraph Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . . 151

Vocabulary Acquisition and Use . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

Using Vocabulary Resources . . . . . . . . . . . . . . . . . . . . 159

T3-1 Reading Dictionary Entries . . . . . . . . . . . . . . 159T3-2 Using a Thesaurus. . . . . . . . . . . . . . . . . . . . . . 161

Practicing and Expanding Vocabulary . . . . . . . . . . . . . 164

T3-3 Writing Meaningful Vocabulary Sentences . . . . . . . . . . . . . . . . . . 165

T3-4 Concept Maps . . . . . . . . . . . . . . . . . . . . . . . . . 166T3-5 Vocabulary Note Cards . . . . . . . . . . . . . . . . . 168T3-6 Recognizing and Using Multiple- Meaning Words . . . . . . . . . . . . . . . . . . . . . . . 170T3-7 Using Context to Determine Meaning . . . . 172T3-8 Using Greek and Latin Word Parts to

Determine Meaning . . . . . . . . . . . . . . . . . . . . 176T3-9 Using Affixes to Determine Meaning . . . . . 178T3-10 Figurative Language . . . . . . . . . . . . . . . . . . . 180T3-11 Distinguishing among Nuances

in Meaning . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182


T3-12 Vocabulary Assessment . . . . . . . . . . . . . . . . . 185

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TABLE OF CONTENTS (continued)


Informative/Explanatory Writing: Stating the Facts . . . . 187

Planning, Organization, and Structure . . . . . . . . . . . . . 193

T4-1 Color-Coding the Elements of Informative/Explanatory Writing . . . . . . . . 194

T4-2 Elements of Informative/Explanatory Essays and Reports . . . . . . . . . . . . . . . . . . . . . 196T4-3 Writing Essays and Reports

Step by Step . . . . . . . . . . . . . . . . . . . . . . . . . . . 199T4-4 Prewriting for Informative/Explanatory

Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201T4-5 Organization Challenge—Ordering

Ideas Logically . . . . . . . . . . . . . . . . . . . . . . . . . 203T4-6 Informal Outlines for Essays

and Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . 206T4-7 Informal Outlines of Various

Lengths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208

Introductions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211

T4-8 Writing an Introduction . . . . . . . . . . . . . . . . 212T4-9 Defining Topic Sentences and

Thesis Statements . . . . . . . . . . . . . . . . . . . . . . 214T4-10 Turning a Writing Prompt into

a Topic Sentence . . . . . . . . . . . . . . . . . . . . . . . 216T4-11 Topic Sentence Variety . . . . . . . . . . . . . . . . . 218T4-12 Adding a Plan Sentence . . . . . . . . . . . . . . . . . 222T4-13 Adding a Lead—The Blues . . . . . . . . . . . . . . 224

Developing the Topic/Elaboration . . . . . . . . . . . . . . . . . 227

T4-14 Elaboration—The E’s . . . . . . . . . . . . . . . . . . 228T4-15 Learning More about Elaboration . . . . . . . . 229T4-16 Using Extended Definitions . . . . . . . . . . . . . 231T4-17 Selecting the Strongest Elaboration . . . . . . . 233T4-18 Increasing Elaboration in Essays

and Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . 235T4-19 Stretch, Don’t Stack Practice . . . . . . . . . . . . . 237T4-20 Integrating Domain- Specific Vocabulary . . . . . . . . . . . . . . . . . . . . 239T4-21 Adding Quotations and Paraphrases . . . . . . 241

Transitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243

T4-22 Definition and Function of Transitions . . . 244T4-23 Transitions for Different Purposes . . . . . . . 246T4-24 Using a Variety of Transitions . . . . . . . . . . . 248T4-25 Transition Topic Sentences in Essays and Reports . . . . . . . . . . . . . . . . . . . . . 250T4-26 Using Obvious and Subtle Transitions . . . . 252

Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255

T4-27 Conclusions—Defining Terms . . . . . . . . . . . 256T4-28 Writing Successful Conclusions . . . . . . . . . . 257T4-29 Practicing and Improving Conclusions. . . . 259

Incorporating Graphics and Text Features . . . . . . . . . . 261

T4-30 Text Features and Formatting . . . . . . . . . . . 262T4-31 Graphics in Informative/

Explanatory Writing . . . . . . . . . . . . . . . . . . . 264T4-32 Multimedia in Informative/

Explanatory Writing . . . . . . . . . . . . . . . . . . . 266

Revising and Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . 268

T4-33 Revising Informative/ Explanatory Writing . . . . . . . . . . . . . . . . . . . 269

T4-34 Peer Review and Revision . . . . . . . . . . . . . . . 271T4-35 Using Formal Style and

Objective Tone . . . . . . . . . . . . . . . . . . . . . . . . 273T4-36 Getting Caught in the Things Trap:

Using Precise Words . . . . . . . . . . . . . . . . . . . 275T4-37 Revising Verbs in Informative/

Explanatory Writing . . . . . . . . . . . . . . . . . . . 277T4-38 Revising for Domain-Specific

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279T4-39 Editing Informative/

Explanatory: CUPS . . . . . . . . . . . . . . . . . . . . . 280

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Types of Informative/Explanatory Writing . . . . . . . . . . 283

T4-40 Informative/Explanatory Text Structure: Extended Definition . . . . . . . . . . . 284

T4-41 Informative/Explanatory Text Structure: Classification . . . . . . . . . . . . . . . . . 286

T4-42 Informative/Explanatory Text Structure: Compare/Contrast . . . . . . . . . . . . 288

T4-43 Informative/Explanatory Text Structure: Cause/Effect . . . . . . . . . . . . . . . . . 289

T4-44 Informative/Explanatory Text Structure: Problem/Solution . . . . . . . . . . . . . 291

T4-45 Forms of Informative/Explanatory Writing: Biographical/Autobiographical Sketches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293

T4-46 Forms of Informative/Explanatory Writing: Summary of Literature . . . . . . . . . . 295

T4-47 Forms of Informative/Explanatory Writing: Writing in Math . . . . . . . . . . . . . . . 297

T4-48 Forms of Informative/Explanatory Writing: Science Reports . . . . . . . . . . . . . . . . 299

T4-49 Forms of Informative/Explanatory Writing: Technical Writing . . . . . . . . . . . . . . 302

T4-50 Forms of Informative/Explanatory Writing: Writing about Current Events . . . . . . . . . . . 304

T4-51 Forms of Informative/Explanatory Writing: Cover Letters and Résumés . . . . . . 306


T4-52 Informative/Explanatory Essay and Report Scoring Guide . . . . . . . . . . . . . . . . . . . 310

Argument Writing: Making a Claim . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315


T5-1 Establishing a Claim . . . . . . . . . . . . . . . . . . . . 321T5-2 Color-Coding the Elements of

Argument Writing . . . . . . . . . . . . . . . . . . . . . 323T5-3 Elements of Argument Essays

and Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . 326T5-4 Writing Argument Essays and

Reports Step by Step . . . . . . . . . . . . . . . . . . . . 328T5-5 Prewriting for Argument Writing . . . . . . . . 330

T5-6 Organization Challenge—Ordering Reasons and Evidence Logically . . . . . . . . . . 332T5-7 Informal Outlines for Argument

Essays and Reports . . . . . . . . . . . . . . . . . . . . . 334

Introductions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337

T5-8 Writing an Introduction to an Argument . . . . . . . . . . . . . . . . . . . . . . . . . . 338

T5-9 Stating a Claim in a Topic Sentence or Thesis Statement . . . . . . . . . . . . . . . . . . . . . . . 340

T5-10 Adding a Plan Sentence to an Argument . . . . . . . . . . . . . . . . . . . . . . . . . . 341

T5-11 Introducing a Claim and Adding a Lead . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343

Developing the Topic/Elaboration . . . . . . . . . . . . . . . . . 346

T5-12 Avoiding False Reasoning . . . . . . . . . . . . . . . 347T5-13 Elaboration—The E’s in

Argument Writing . . . . . . . . . . . . . . . . . . . . . 348T5-14 Selecting the Strongest Elaboration for

Argument Writing . . . . . . . . . . . . . . . . . . . . . 350T5-15 Increasing Elaboration in Argument

Essays and Reports . . . . . . . . . . . . . . . . . . . . . 351T5-16 Adding Quotations and Paraphrases

to Argument Writing . . . . . . . . . . . . . . . . . . . 353T5-17 The Opposing Claims . . . . . . . . . . . . . . . . . . . 355

Transitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357

T5-18 Transitions in Argument Writing . . . . . . . . 358T5-19 Using a Variety of Transitions in

Argument Writing . . . . . . . . . . . . . . . . . . . . . 360T5-20 Transition Topic Sentences in

Argument Essays and Reports . . . . . . . . . . . 361T5-21 Using Obvious and Subtle

Transitions in Argument Writing . . . . . . . . 364

Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367

T5-22 Supporting the Claim in a Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367

T5-23 Writing Successful Conclusions for Arguments . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369

T5-24 Practicing and Improving Argument Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . 370

5




T5-25 Revising Argument Writing . . . . . . . . . . . . . 373T5-26 Peer Review and Revision in Argument Writing . . . . . . . . . . . . . . . . . . . . . 375T5-27 Using Formal Style and Objective

Tone in Argument Writing . . . . . . . . . . . . . 377T5-28 Getting Caught in the Things Trap: Using Precise Words in Argument Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379T5-29 Revising Verbs in Argument Writing . . . . . 381T5-30 Editing Arguments: CUPS . . . . . . . . . . . . . . 383

Types of Argument Writing . . . . . . . . . . . . . . . . . . . . . . 386

T5-31 Argument Text Structure: Compare/Contrast . . . . . . . . . . . . . . . . . . . . . 387

T5-32 Argument Text Structure: Cause/Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . 389

T5-33 Argument Text Structure: Problem/Solution . . . . . . . . . . . . . . . . . . . . . . 391

T5-34 Writing a Critique . . . . . . . . . . . . . . . . . . . . . 392T5-35 Interpreting Literature . . . . . . . . . . . . . . . . . . 394T5-36 Persuasive Writing . . . . . . . . . . . . . . . . . . . . . 396 T5-37 Writing an Application Essay . . . . . . . . . . . . 398T5-38 Writing a Proposal . . . . . . . . . . . . . . . . . . . . . 400


T5-39 Argument Essay and Report Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . . 403

Narrative Writing: Telling a Story . . . . . . . . . . . . . . . . . . . 407


T6-1 Types of Narratives . . . . . . . . . . . . . . . . . . . . 413T6-2 Color-Coding Narrative Writing . . . . . . . . . 415T6-3 Introducing Terminology—Narratives . . . . 416T6-4 Steps for Writing a Narrative . . . . . . . . . . . . 418T6-5 Generating Ideas for

Narrative Writing . . . . . . . . . . . . . . . . . . . . . . 419T6-6 Prewriting with Maps and Planners . . . . . . 421T6-7 Quick Sketch and Quick Note Planning . . . 423

T6-8 Developing Mystery and Suspense. . . . . . . . 424T6-9 Planning and Developing Characters . . . . . 426T6-10 Planning for Changes in Characters . . . . . . 427T6-11 Analyzing Narrative Prompts . . . . . . . . . . . . 429T6-12 Narrator and Point of View . . . . . . . . . . . . . 431T6-13 Developing Mood and Tone . . . . . . . . . . . . . 432

Beginnings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 434

T6-14 Ways to Begin a Narrative . . . . . . . . . . . . . . . 434T6-15 Three-Step Strategy to Write a Beginning . . . . . . . . . . . . . . . . . . . . . . . . . . . 436

Drafting and Using Narrative Techniques . . . . . . . . . . 438

T6-16 Writing Dialogue . . . . . . . . . . . . . . . . . . . . . . 439T6-17 Pacing in Narrative Writing . . . . . . . . . . . . . 440T6-18 Showing—Not Telling . . . . . . . . . . . . . . . . . . 442T6-19 Including Description and Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 444T6-20 Including Reflection . . . . . . . . . . . . . . . . . . . . 446T6-21 Developing Voice and Style . . . . . . . . . . . . . 448T6-22 Eight Tips for Writing a First Draft . . . . . . . 450T6-23 Qualities of a Good Narrative . . . . . . . . . . . . 452

Transitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 453

T6-24 Function and Variety of Narrative Transitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 453

T6-25 Sequencing Narratives with Transitions and Other Techniques . . . . . . . . . . . . . . . . . . 455

Endings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 458

T6-26 Options for Writing the Ending of a Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . 458T6-27 Writing Effective Narrative Endings . . . . . . 459


T6-28 Revising Narratives . . . . . . . . . . . . . . . . . . . . 461T6-29 Peer Review and Revision in

Narrative Writing . . . . . . . . . . . . . . . . . . . . . . 464T6-30 Revising Verbs in Narratives . . . . . . . . . . . . 466T6-31 Editing Narratives: CUPS . . . . . . . . . . . . . . . 467

6


Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . 470

T6-32 Forms and Purposes of Personal Narratives . . . . . . . . . . . . . . . . . . . . 471

T6-33 Color-Coding Personal Narratives . . . . . . . 473T6-34 Planning for Personal Narratives . . . . . . . . 475T6-35 Personal Writing: Journals, Freewriting, Blogs . . . . . . . . . . . . . . . . . . . . . 477T6-36 Writing a Personal Essay for an Application . . . . . . . . . . . . . . . . . . . . . 479

Types of Literary Writing . . . . . . . . . . . . . . . . . . . . . . . 481

T6-37 Writing a Biography . . . . . . . . . . . . . . . . . . . 482T6-38 Writing Poetry . . . . . . . . . . . . . . . . . . . . . . . . 483T6-39 Writing a Script . . . . . . . . . . . . . . . . . . . . . . . 486


T6-40 Narrative Scoring Guide . . . . . . . . . . . . . . . . 489T6-41 Personal Narrative Scoring Guide . . . . . . . . 493

Research Reports . . . . . . . . . . . . . . 497

Research Reports: Overview . . . . . . . . . . . . . . . . . . . . 501

T7-1 Types and Purposes of Research Reports . . . . . . . . . . . . . . . . . . . . . . 501T7-2 Elements of Research Reports . . . . . . . . . . . 503T7-3 Steps for Writing a Research Report . . . . . . 506

Selecting a Research Topic . . . . . . . . . . . . . . . . . . . . . 508

T7-4 Generating Research Questions . . . . . . . . . 508T7-5 Narrowing or Broadening a Research Topic . . . . . . . . . . . . . . . . . . . . . . . . 510

Finding and Evaluating Sources . . . . . . . . . . . . . . . . . . 512

T7-6 Types of Sources: Primary and Secondary . . . . . . . . . . . . . . . . . . . . . . . . 512T7-7 Using Online Searches Effectively . . . . . . . . 514T7-8 Assessing Sources . . . . . . . . . . . . . . . . . . . . . 516T7-9 Evaluating Videos . . . . . . . . . . . . . . . . . . . . . 517

Gathering Information, Documenting Research, and Planning Writing . . . . . . . . . . . . . . . . . . 519

T7-10 Research Notes . . . . . . . . . . . . . . . . . . . . . . . . 519T7-11 Synthesizing Information from Sources . . . . . . . . . . . . . . . . . . . . . . . . . . 522T7-12 Informal Outline for a Research Report . . . . . . . . . . . . . . . . . . . . . . . 524

Writing a Research Report . . . . . . . . . . . . . . . . . . . . . . 526

T7-13 Using Quotations . . . . . . . . . . . . . . . . . . . . . . 527T7-14 Paraphrasing Information from Sources . . . . . . . . . . . . . . . . . . . . . . . . . . 529T7-15 Avoiding Plagiarism . . . . . . . . . . . . . . . . . . . 531T7-16 Using a Standard Format . . . . . . . . . . . . . . . 533T7-17 Revising, Editing, and Finalizing a Research Report . . . . . . . . . . . . . . . . . . . . . . . 535


T7-18 Research Report Scoring Guide . . . . . . . . . . 540

Speaking and Listening . . . . . . . 543

Organizing and Planning a Presentation . . . . . . . . . . . . 547

T8-1 Components of Good Presentations . . . . . . 548T8-2 Informal Outline for Organizing a Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . 549T8-3 Including a Narrative in a Presentation . . . . . . . . . . . . . . . . . . . . . . . . . 551T8-4 Consider the Audience . . . . . . . . . . . . . . . . . 553T8-5 Planning Longer Presentations. . . . . . . . . . . 554T8-6 Properly Citing Sources in Presentations . . . . . . . . . . . . . . . . . . . . . . . 556

Types of Presentations . . . . . . . . . . . . . . . . . . . . . . . . . 558

T8-7 Making Introductions . . . . . . . . . . . . . . . . . . 559T8-8 Informational Presentations . . . . . . . . . . . . 560T8-9 Impromptu Presentations . . . . . . . . . . . . . . 562T8-10 Process, Demonstration, and Instruction Presentations . . . . . . . . . . . . . . . 564T8-11 Formal Argument Presentations . . . . . . . . . 566T8-12 Presenting Yourself: Interviews . . . . . . . . . . 568

7 8



Presentation Techniques . . . . . . . . . . . . . . . . . . . . . . . 570

T8-13 Speaking Techniques . . . . . . . . . . . . . . . . . . . 570T8-14 Evaluating and Using Rhetoric . . . . . . . . . . 572T8-15 Engaging the Audience: Multimedia and Other Supports . . . . . . . . . . . . . . . . . . . . 573T8-16 Interpreting and Analyzing Presentations . . . . . . . . . . . . . . . . . . . . . . . . . 575

Collaboration and Discussion . . . . . . . . . . . . . . . . . . . . 577

T8-17 Cooperative Discussions . . . . . . . . . . . . . . . . 577T8-18 Leading a Discussion . . . . . . . . . . . . . . . . . . . 579T8-19 Collaborating in a Group . . . . . . . . . . . . . . . 581


T8-20 Quick Check for Presentations . . . . . . . . . . 584T8-21 Quick Check for Group Collaboration . . . . . . . . . . . . . . . . . . . . . . . . . 585

Writing for Assessments . . . . . 587

T9-1 Great Short Answers . . . . . . . . . . . . . . . . . . . 592T9-2 Not All Responses Require a Formal Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . 594T9-3 Preparing for a Written Exam with a Two-Column Study Guide . . . . . . . . . . . . . . 596T9-4 Levels of Questions . . . . . . . . . . . . . . . . . . . . 597T9-5 Understanding and Using Scoring Guides . . . . . . . . . . . . . . . . . . . . . . . . 599T9-6 Extended Responses and Essay Questions . . . . . . . . . . . . . . . . . . . . . . . 602T9-7 Extended Narrative Responses . . . . . . . . . . . 603T9-8 Multiple-Choice Questions about Writing . . . . . . . . . . . . . . . . . . . . . . . . . 605T9-9 Simulating Standardized Writing

Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . 610T9-10 Writing for Timed Tests and Assignments . . . . . . . . . . . . . . . . . . . . . . 615T9-11 Computer-Based Writing Assessments . . . 617T9-12 Recording and Monitoring Progress . . . . . 618

9

Writing in the Content Areas . . . . . . . . . . . . . . . . . . . 621

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G1Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I1Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . .B1

10


Welcome to Step Up to Writing!

Proven Instruction in Writing• Explicit, systematic instruction in all aspects of writing• A wide variety of strategies to address all levels of student writing ability from

paragraph writing to sustained research projects• Emphasis on precise word choice and domain-specific vocabulary• Development of deep reading for analysis and reflection to support writing • Rigorous formal assessments that focus on writing in response to texts similar to

the new performance task standardized assessments

Preparing Students for College and Careers• College and career strategies include

interviewing, writing a proposal, and writing an application essay

• Instruction for producing the three major text types—informative/explanatory, argument, and narrative

• Methods for giving constructive feedback and leading group discussions

• Research skills for evaluating sources, quoting and paraphrasing from sources, and citing sources using MLA or APA style

• Instruction in the strategic use of technology for research, collaboration, and publishing

A Program for All StudentsStep Up to Writing is for all students in grades 9–12, encompassing a wide range of abilities and learning styles. The program provides foundational strategies, such as how to write effective paragraphs, to advanced strategies, such as how to write well-reasoned arguments on substantive topics. Differentiated strategies can be used to develop students’ knowledge and abilities no matter what their levels of writing proficiency.

Read

AnalyzeResearch

Discuss

Draft

Revise

Peer Review Publish

Present


Research-Based Instructional Design

A Direct, Systematic ApproachLearning to write well is more important than it has ever been. Writing is the key means students have to demonstrate what they know about a subject in addition to what they may have thought, felt, or imagined about life’s experiences (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). Writing depends on several processes that operate together (Hayes & Flower, 1980; Berninger, 1996; Berninger & Swanson, 1994). Each of the critical steps of writing must be taught directly (Gersten & Baker, 2001) and practiced repeatedly (Swanson, Hoskyn, & Lee, 1999) if students are to write coherently and fluently. Step Up to Writing provides a systematic approach that breaks writing skills into smaller steps. Each step is taught and practiced separately and then assembled and practiced together to reach the ultimate objective of composing a well-organized and engaging piece of writing.Step Up to Writing incorporates the best practices of explicit and systematic instruction, collaborative learning, and scaffolded teaching that are associated with improved outcomes as identified in research (Gersten & Baker, 2001; Swanson, Hoskyn, & Lee, 1999; Vaughn, Gersten, & Chard, 2000; National Reading Panel, 2000). Skills in Step Up to Writing are sequenced, beginning with instruction and use of examples, then eliciting frequent verbal response from students. Modeling, guided practice, both short and extended interactive practice, and frequent feedback on student work ensure that students experience success in writing activities.

Best Practices in Collaborative LearningStudents are provided numerous opportunities to collaborate with their peers by working with partners or in small groups as they learn new skills. After working collaboratively with their peers, students are able and willing to analyze and evaluate their own work (Boscolo & Ascorti, 2004). This allows students to be actively involved in their learning and engaged in problem-solving. Consequently, they grow as writers as they plan, write, revise, and edit their work.

With Step Up to Writing strategies grades 9–12, students have frequent opportunities to collaborate with peers in reviewing each other’s work, participating in discussions, and making presentations.


A Comprehensive Writing Program

1: Writing to Improve Reading Comprehension

Skills in deep reading support the analysis and synthesis

that underlie effective writing.

2: Foundational Writing Skills

Understanding the writing process and producing

effective paragraphs are basic skills.

3: Vocabulary Acquisition and Use

Writers need powerful vocabularies to write skillfully

in the content areas.

4: Informative/Explanatory Writing

Writing to inform and explain requires an understanding of purpose, audience, and text

structure.

5: Argument Writing

Stating a claim and supporting it with valid

reasoning and clear evidence is critical to college and

career readiness.

6: Narrative Writing

Nonfiction and fiction narratives convey a

sequence of events over time and can inform as well as

entertain.

10: Writing in the Content Areas

Strategies can be used to support content-area writing in history/social studies, science, math, and English Language Arts.

7: Research Reports

Research report writing includes deep reading and synthesizing information

from sources.

8: Speaking and Listening

Strategies for presentation, discussion, and collaboration

can be taught with any text type.

9: Writing for Assessments

Skills for understanding the scoring guides and writing

for assessments can be taught with any text type.

Give informative/explanatory and argument writing significant support and emphasis.

Introduce writing by starting with the strategies in Sections 1, 2, and 3, and continue to incorporate them when teaching each text type.

New Emphasis on Text Types and ResearchStrategies within each section of the Teacher Edition are generally organized from basic to more advanced skills. The sections focused on the three text types—Sections 4, 5, and 6—have been organized by steps in the writing process. For grade-level implementation plans, see the Step Up to Writing Assessment and Implementation Guide.


A Comprehensive Writing Program (continued)

A Wide Range of Strategies and ToolsStep Up to Writing strategies grades 9–12 can be used to meet the grade-specific standards related to the Common Core State Standards in English Language Arts (CCSS ELA) Anchor Standards listed below for writing, speaking and listening, and language, as well as many of the standards for reading informational text and literature. In addition, many strategies can be used for meeting Reading and Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects.

Step Up to Writing SectionsCCSS ELA Anchor

Standards Grades 9–12

Writing to Improve Reading ComprehensionStep Up to Writing treats reading and writing as reciprocal skills: Writing helps students analyze reading; reading provides models of quality writing. Strategies in this section teach:

• Responding to texts and taking notes• Summarizing text• Making inferences and analyzing text

Reading: 1–6, 8–9Writing: 9

Foundational Writing SkillsCertain skills apply across all writing types. Students need foundational understanding of what makes effective writing, whether informative/explanatory, argument, or narrative. Strategies in this section include:

• Understanding the writing process and the three types of writing• Writing masterful sentences and creating perfect paragraphs• Learning conventions of standard English

Writing 4–6, 8Language: 1–3

Vocabulary Acquisition and UseVocabulary is an essential literacy skill that improves reading comprehension and allows students to clearly articulate ideas. Strategies in this section teach:

• Using vocabulary resources (e.g., dictionaries, thesaureses)• Identifying context clues and word relationships• Understanding and using figurative language• Distinguishing nuances in meaning

Reading: 4Writing: 4Language: 3–6

Informative/Explanatory Writing: Stating the FactsLearning effective informative/explanatory writing is an essential writing skill. Strategies in this section teach:

• Prewriting and planning• Developing strong introductions• Using appropriate and varied transitions• Selecting the most significant and relevant facts

Writing: 2, 4–6, 8–9Language: 3–6

Argument Writing: Making a ClaimEffective argument writing is an essential skill for college and career readiness. Strategies in this section teach:

• Making a claim and supporting it with valid reasoning and sufficient evidence• Developing claims and opposing claims fairly and thoroughly• Establishing a formal style and objective tone• Writing a proposal and an application essay

Writing: 1, 4–6, 8–9Language: 3–6

1

2

3

4

5


Step Up to Writing SectionsCCSS ELA Anchor

Standards Grades 9–12

Narrative Writing: Telling a StoryStep Up to Writing addresses the three types of narratives: imaginative, nonfiction, and personal. Students learn to incorporate narrative elements into informative/explanatory and argument text. Strategies in this section teach:

• Developing characters• Beginning a narrative• Employing narrative techniques (e.g., pacing, dialogue, voice)• Using narrative transitions• Ending a narrative

Writing: 3–6, 8–9Language: 3–6

Research ReportsResearch reports have characteristics of effective informative/explanatory and argument writing, such as strong introductions, logical organization and reasoning, and supporting conclusions. Strategies in this section teach:

• Generating research questions• Finding and evaluating sources• Using quotations and paraphrasing• Citing sources and avoiding plagiarism

Writing: 4–6, 8–10Language: 3–6

Speaking and ListeningSpeaking and listening skills are vital in any academic setting. Presenting information or arguments clearly in a formal presentation or informal discussion is increasingly important. Strategies in this section teach:

• How to organize and plan a presentation, including multimedia components• Presentation and speaking techniques• Collaboration and discussion skills• Interviewing for jobs or college

Speaking and Listening: 1–6

Writing for AssessmentsWriting for assessments is a fact of academic life. Strategies in this section teach:

• Skills for writing short answers, extended responses, essays, and narratives• Understanding and using scoring guides• Writing for timed tests and computer-based assessments• Recording and monitoring progress

Writing: 10

Writing in the Content AreasWith the adoption of rigorous writing standards has come increased emphasis on writing across all content areas. Step Up to Writing is designed to support content-area teachers, in addition to English Language Arts teachers. This section includes:

• Quick Guides listing strategies to use in the content areas of math, science, and social studies, as well as responding to literature

• A list of core strategies in Step Up to Writing

Writing: 1–10

6

7

8

9

10


Focused on 21st Century Literacy SkillsStep Up to Writing prepares students to be competent writers for the 21st century.

With Step Up to Writing students can—

Write in response to a wide range of domain-specific text

• Read deeply• Take notes• Summarize• Analyze text

Follow the writing process

• Prewrite• Plan• Draft• Revise• Edit• Write final

copy• Proofread • Publish

Focus on task, purpose, and audience

• The three types of writing

• Point of view• Formal style and

objective tone• Precise words• Figurative language

Tool T4-13b

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T4-13b Informative/Explanatory Writing: Stating the Facts

Step Up to Writing • Grades 9–12

Name: _______________________________________ Date: ________________

Examples of Leads—The Blues Short Narrative

In parts of West Africa, people still tell the story of the granddaughter of the king of Zaria, a Muslim city state in what is northern Nigeria today. As a baby, she would creep into the court where the king would scoop her up and continue his consultations. In this way, Amina absorbed the ways of politics and leadership while sitting in her grandfather’s lap. Queen Amina eventually grew into a formidable warrior and leader, gaining the throne sometime in the mid-1500s.

Question Everyone wants clean water and air, and everyone also wants electricity, cars, and good jobs. But what if those two desires conflict? For example, what if the power plant where your mother has a job pollutes the air you and your friends breathe? Such dilemmas are at the center of the debate about finding a proper balance between the needs of the environment and the needs of the economy.

A Bold or Startling Statement

If you want to see the glaciers in Montana’s Glacier National Park, you should hurry. Scientists now predict the park’s namesake natural wonders may be gone by the year 2020. Rising average temperatures in the region are causing glaciers there to melt and disappear at an accelerating rate.

Quotation “Adulthood is the consequence of decisions made by a teenager,” says playwright Mark (Stew) Stewart. The information age, notably the rise of the Internet, now means that teens’ grades, legal records, and even social media posts are publicly accessible to any college or employer who cares to do a background check.

Facts and Background

When this German vessel was built, it was the most powerful battleship afloat: 823 feet (251 meters) long, 118 feet (36 meters) across the beam, armored with thick steel plating, and armed with 70 guns, the biggest capable of firing 1,600-pound shells more than 15 miles. It was the Bismarck, and it had an important role in shaping Nazi and British decisions and the war at sea during World War II.

(continued)

A Comprehensive Writing Program (continued)

Tool T1-15a

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T1-15a Writing to Improve Reading Comprehension


Name: _______________________________________ Date: ________________

Using Two-Column Notes for Character Analysis

Background: Uncle Tom’s Cabin by Harriet Beecher Stowe was a popular antislavery novel. Written a decade before the Civil War, it contributed to the abolition movement. The main characters in the book are slaves, and the story follows events after their families are broken up as members are sold.

Title = Uncle Tom’s Cabin by Harriet Beecher Stowe Character

George Harris Description

– Young black man enslaved in Kentucky – Feels despair about his situation

• Talented at building machines, but master feels threatened by George’s smarts and respect he gets from white “gentlemen”

• Married to Eliza, with son, Harry; angry when master threatens to break up their family by selling them

• Says, “I can’t trust in God. Why does he let things be so?”

– Rebels against treatment and takes action• Escapes• Plans to flee to Canada, then buy Eliza

and Harry• Uses cunning to elude capture

– Brave and determined • Shoots and wounds one of the slave catchers• Would rather die than return to slavery • He shouts to slave catchers chasing him:

“We don’t own your laws; we don’t own your country; we stand here as free, under God’s sky, as you are; and, by the great God that made us, we’ll fight for our liberty till we die.”

Inference

Inference

Text evidence

Text evidence

Text evidence

Tool T1-25b

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T1-25b Writing to Improve Reading Comprehension


Name: _______________________________________ Date: ________________

Analyzing an ArgumentWhen analyzing arguments, think about:

• The author’s position or claim• The author’s bias or tone• How the author supports the claim with

reasons and details• The meaning of words or phrases

• Where the argument lacks evidence or support

• How the author addresses opposing viewpoints

Title = “Declaration of Conscience” by Senator Margaret Chase Smith

Analysis

Claim: Senators must stop misusing their power in attacking peoples’ characters.

Supports her disagreement on character assassination

Questions labeling people “un-American” for holding or speaking different views

Does not give specific examples or opposing viewpoints

Author’s tone is intense, but objective and not highly biased.

Evidence and Support

– Senate “debased to the level of a forum of hate and character assassination sheltered by the shield of congressional immunity.”

– Time for “Senate and its members to do some soul-searching” about “abusing our individual powers and privileges.”

– Constitution provides the freedom of “trial by jury instead of trial by accusation”

– Constitution provides for freedom of speech– Lists principles of Americanism (right to criticize,

hold unpopular beliefs, protest, think independently)

– Don’t know who was accused, by which Senator– Doesn’t address the opposing view (that un-

American activity justifies accusations)

When analyzing arguments, think about:• The author’s position or claim• The authors’ bias or tone• How the author supports the claim with

reasons and details

• Where the argument lacks evidence or support

• How the author addresses opposing viewpoints

“Declaration of Conscience” by Senator Margaret Chase Smith

Analysis Evidence and Support

Claim: Senators must stop misusing their power in attacking peoples’ characters

Supports her disagreement on character assassination uestions labeling people “un-American” for holding or speaking different viewsDoes not give specific examples or opposing viewpointsAuthor’s tone is intense, but objective and not highly biased

– Chase Smith a senator, though she speaks out against other senators

– Speaks from multiple perspectives (Republican, woman, senator, American)

– Casts current concerns about Senate in terms of a larger, more positive picture: “greatest deliberative body in the world.”

– Uses “we” instead of “they” when making her argument, which is more inclusive

Tool T2-3a

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-3a Foundational Writing Skills


Name: _______________________________________ Date: ________________

1. Prewrite

2. Plan

3. Draft

4. Revise

5. Edit

6. Write final copy

7. Proofread

8. Share and/or publish

The Writing Process for Step Up to Writing

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Info

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Planning Using an Informal Outline

Title = The Teen Brain: Work in ProgressIntroduction = Ongoing research indicates the teen brain goes through major development that affects behavior and prepares them for adulthood.

Introduction Growth spurts

Frontal lobe and behavior

Transition to adulthood

Conclusion

P Growth spurts – Used to think brain formed by age 10

– New research: brain not fully formed until mid-20s

– New synapses forming during teen years

• Describe synapses • Form due to new

experiences

The Teen Brain: Work in ProgressEvery teenager has heard it at some point: “What

were you thinking?” The better question might be, “How were you thinking?” New and ongoing research indicates the brain, particularly the frontal lobe, develops and changes through the teen years. This has a great effect on teen behavior and prepares young people for adulthood.

Recent research shows the brain goes through two major growth spurts: in childhood and during the teen years. Until recently, scientists thought the human brain was pretty much complete in size and structure by age 10 (Knox). But like a new house, the outer structure may look complete while a lot of work is still going on inside. Imaging and other bio-medical technologies now indicate the brain is not fully formed and operational until we reach our mid-20s (Dobbs). During the teen years, new synapses are forming at amazing rates. Synapses are like communication hubs and networks that connect brain cells, called neurons. Synapses grow, develop, connect, and respond as teens encounter new situations (“The Teen Brain”).

(continued)

Tool T4-35a

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T4-35a Informative/Explanatory Writing: Stating the Facts


Name: _______________________________________ Date: ________________

Formal Style and Objective ToneInformative/explanatory writing requires formal style. • Write well-structured, organized paragraphs. • Use academic language and third person (avoid I, we, you). Avoid slang and contractions. • Properly cite information from outside sources.

Informative/explanatory writing requires an objective (nonjudgmental) tone. • Stick to the facts and avoid using words that show your point of view or judgment. • Avoid unrealistic or drastic statements by using words such as likely, usually, largely.

Example 1

Laying Down the Law in Versailles

Everyone has heard of World War I, right? It was an awful war started by Germany’s total lack of respect for human rights. The war involved the United States and a lot of European countries, like France, Italy, and Germany. Germany started the war, but, fortunately, they lost and had to agree to the terms the winners wanted.

So people from about thirty countries got together at the really fancy Palace of Versailles near Paris in 1919. That’s where Germany was forced to sign the really harsh Treaty of Versailles.

Here’s what Germany had to agree to: give up a lot of territory to Belgium, Poland, and other countries, and let its military be cut down big time—they couldn’t even have an air force. As another beat-down, the treaty said Germany had to pay for damage it did during the war. That was some serious cash, even 100 years ago. So I don’t think it’s surprising that Germany was angry.

Example 2

The Treaty of Versailles

In 1919, nearly thirty countries, including the United States, Britain, France, and Italy, met in the Palace of Versailles in Paris (U.S. Holocaust Memorial Museum). To bring World War I to a close, they wrote terms of peace and imposed strict regulations on Germany, which was seen as responsible for starting the war. The resulting document was the Treaty of Versailles.

The countries that wrote the treaty knew it was harsh. President Wilson said on June 28, 1919, that it was “a severe treaty in the duties and penalties it impose[d] upon Germany.” Germany was forced to give up territories to various countries, including Belgium and Poland. The treaty limited the size of Germany’s army and forbid them from maintaining an air force. Furthermore, Article 232 of the treaty required Germany to pay for all damages to other countries. This large financial debt hurt the German economy. As a result, Germany strongly opposed the treaty, viewing it as an unfair punishment (U.S. Holocaust Memorial Museum).

Directions: Identify problems in Example 1 and discuss how they were corrected in Example 2.

Works Cited: United States Holocaust Memorial Museum. “Treaty of Versailles, 1919: Impact of World War I.” Holocaust Encyclopedia. United States Holocaust Memorial Museum, 14 June 2014. Web. 27 Oct. 2014.

Wilson, Woodrow. “President Sees New Era with Signing of Treaty.” Evening Public Ledger 28 June 1919: 1. Library of Congress, Chronicling America. Web. 27 Oct. 2014.


Develop well-reasoned arguments • Claims• False reasoning• Opposing claims• Quotations and Paraphrasing

Write substantive research reports• Research questions and notes• Types of sources• Graphics and multimedia• Citations and publishing

Make presentations and participate in discussions

• Speaking techniques • Audience engagement with multimedia• Discussions• Collaboration

Prepare for College and Careers• Interviews• Proposals• Application essays• Cover letters and résumés• Writing for timed tests

Tool T5-1a

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T5-1a Argument Writing: Making a Claim


Name: _______________________________________ Date: ________________

Developing a Strong ClaimA claim states your position on a significant, debatable issue. Use these tips to develop a claim: • Make sure the claim is debatable. (If no one would disagree, it is not a claim.) • Check that your claim can be supported with a variety of elaboration and evidence. • Avoid using “loaded” words (e.g., stupid, selfish) or stating personal feelings.

Directions: Read each set of claims. Using the tips, discuss which claim is stronger.

Prompt Claim A Claim B Which Claim Is Stronger? Why?Should the minimum age to open a credit card be raised from 18 to 21?

To help avoid the problems that come with debt, young people should not be able to open a credit card until the age of 21.

Whoever decided that students should not have a credit card has clearly never needed to spend money.

Is technology hurting or helping American youth? Explain your point of view in an essay.

Although technology does have some benefits, it is negatively impacting the health and social skills of youth.

Teens are overly dependent on technology, and it is making them completely ineffective communicators.

Write an essay explaining the most important theme in the play The Crucible by Arthur Miller.

The play The Crucible contains many conflicts between teenage girls.

The Crucible by Arthur Miller is a warning to readers about the dangers of small-town culture, where gossip and mistrust can overrule logic and reason.

Write an argumentative essay for or against the new law to raise the driving age from 16 to 18.

The National Highway Safety Administration reports 16-year-olds are 10 times more likely to be involved in a crash than drivers aged 30 to 59.

For the sake of public safety, the legal driving age should be raised to 18.

Tool T5-12a



Name: _______________________________________ Date: ________________

False ReasoningEvaluating an argument and its claims

• Helps prevent readers or listeners from being misled • Helps writers craft arguments that are valid, logically sound, and effective

Sometimes, arguments slip into false reasoning or logical fallacies. Logical fallacies sound convincing but are inaccurate or manipulative.

Types of Logical Fallacies

• Hasty generalization: drawing a general conclusion from insufficient evidence, often as a result of oversimplification or bias

I can’t speak French and you can’t speak French, so no one in our class speaks French.

• Begging the question: circular reasoning in which the claim is assumed to be true rather than supported by evidence

Exercise is good for you because it feels good to exercise.

• False dilemma: offering only two options when more existYou are either for preserving our wilderness areas or you are against it.

• Argument to the person (ad hominem attack): attacking those making the argument rather than the argument itself

People who oppose standardized testing just do not want to face the facts.

• Red herring: raising an unrelated issue to confuse the audienceThe representative did not vote to raise the minimum wage because family is very important to him.

• False analogy: assuming because two things are similar in a specific way, they are alike in other ways.

Learning to read is like learning to swim; you just have to throw yourself into a book and start paddling through the words.

Tool T7-17a

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T7-17a Research Reports


Name: _______________________________________ Date: ________________

Checklist for Revising Research Reports Report

o Topic and length of report are appropriate to the assignment.

o Research question allows for an in-depth exploration of the topic.

o Report answers the research question knowledgeably.

o Writing satisfies all requirements for argument or informative/explanatory writing (for the categories Organization, Ideas/Content, Language/Style, and Conventions/CUPS).

Sources

o Multiple authoritative and credible sources are used (print and digital).

o Sources used are appropriate to the task, purpose, and audience.

Evidence

o Relevant evidence fully develops the research topic.

o Information from sources was thoughtfully selected and synthesized.

o Text evidence is smoothly and logically integrated with the writer’s own ideas.

Standard Style

o Report format conforms to a standard style (e.g., MLA or APA).

o Quotations and paraphrases are properly formatted with in-text citations.

o Works Cited or References list conforms to a standard style.

Tool T7-16b

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T7-16b Research Reports


Name: _______________________________________ Date: ________________

Works Cited Page—MLA

o Put the Works Cited on its own page.

o Title the page Works Cited (centered; no bold, italics, or underlines).

o List entries alphabetically. (If there is no author, use the title.)

o Use a hanging indent for each entry. (All lines after the first line are indented.)

o If there is no date for a source, use the abbreviation “n.d.” for no date.

Sample Entries for a Works Cited Page

Book Tracy, Brian. Eat That Frog! 21 Great Ways to Stop Procrastinating and Get More Done in Less Time. 2nd ed. San Francisco: Berrett-Koehler, 2007. Print.

Article from Website

Sheers, Ali. “Talking About Stress.” Online Institute of Stress Studies. N.p., n.d. Web. 18 Oct. 2014.

Article from Online Database or Journal

Perlmutter, David D. “Varieties of Procrastination.” The Chronicle of Higher Education 58.37 (2012): A39–A40. Academic Search Complete. Web. 18 Oct. 2014.

Television Program

“Preventing Procrastination in Your Child.” Weekend News. Public Broadcasting. KBNC, Tampa Bay, 29 Feb. 2016. Television.

Blog Wilson, Mark. “Set Yourself Absurdly Low Goals to Kickstart a Project.” Lifehacker. Lifehacker, 7 Aug. 2014. Web. 18 Oct. 2014.

Personal Interview

Harrison, Joan. Personal interview. 19 Oct. 2014.

If you need more help formatting your Works Cited page, consult an MLA style guide (print or online).

Tool T8-15a

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T8-15a Speaking and Listening


Name: _______________________________________ Date: ________________

Multimedia and Visuals in Presentations

Media Ways to Support a Topic and Enhance a Presentation

Photographs Provide images: • Historical or contemporary figures • Events and incidents • Places, situations, environments, lab setups • Objects, artifacts, historical documents, works of art • Scientific, medical, or technical evidence

Diagrams/ Figures/ Animations

Provide visual representations of complex information: • Charts, tables, and graphs showing data or statistics • Maps • Figures and diagrams • Timelines of significant events • Interactive, “clickable” images or animations

Audio Provide sound recordings: • Relevant speeches, quotations, commentaries, interviews • Live or simulated events • Pronunciations and definitions of terms • Music soundtracks to establish mood or context

Videos Provide video recordings: • News footage, commentaries, or documentaries • Interviews with experts, witnesses, participants • Demonstrations, processes, experiments, phenomena

Website Links Provide interactive links to related content and sources: • Online dictionaries with definitions and pronunciation guides • Online articles referenced in a presentation • Websites with more in-depth information and related content • News feeds, blogs, or social media for recent updates on a topic

Document Links

Provide interactive links to other parts of a document: • Other relevant pages or sections of the presentation • Table of contents or glossary entries • Works Cited or References

Other Provide any of a variety of hands-on specimens, artifacts, models, handouts, or other objects, depending on the topic and audience.

Tool T8-13a

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T8-13a Speaking and Listening


Name: _______________________________________ Date: ________________

Speaking Techniques

Volume • Speak loudly enough for everyone to hear.

Pace • Do not rush your presentation. Speak slowly and clearly. • Pause for effect (between important ideas, to create

suspense, to give the audience time to think, etc.).

Precise Language • Avoid using filler words (e.g., um, uh, like). • Use appropriate vocabulary for the audience. • Speak clearly. Enunciate your words and avoid

mumbling.

Body Language • Make eye contact with audience members. • Stand confidently (no swaying or fidgeting). • Avoid distracting gestures or gestures that are unrelated

to the content.

Confidence • Know your material. Memorize material to avoid reading word for word. Use notes to jog your memory if needed.

• Practice using props or visuals so that the presentation goes smoothly.

• Practice in front of others and get feedback. (You can use the checklist on Tool T8-13b to have someone evaluate your presentation.)


What Can Step Up to Writing Students Achieve?

Significant Growth in Skill and ConfidenceConfidence in their writing abilityStudents come to school with a wide range of writing abilities. Whether students write at the below basic, basic, proficient, or advanced levels, Step Up to Writing’s step-by-step approach gives all students the means to write well-organized and engaging texts.

Expanded awareness of techniques for reading deeply Reading well and responding to text in writing takes practice. Step Up to Writing students learn hands-on techniques for marking text, taking notes, summarizing, and making inferences and analyzing text.

Skillful use of the English languageExpressive and fluent use of language grows as students learn how to apply the conventions of standard English and develop the craft and style of using word choice and syntax to customize their writing to different audiences for different purposes.

Engagement and collaboration with peers Partner and group work are an integral part of Step Up to Writing instruction. Additional strategies teach students how to provide constructive feedback to others and how to collaborate on group projects.

Presentation and speaking and listening skillsStep Up to Writing students can be prepared for impromptu as well as formal presentations. They also learn methods for participating in and leading discussions and interviewing with confidence for college and career opportunities.


Strategic use of technology for research and publishingStep Up to Writing gives students tools for locating and evaluating online resources for research reports and using graphics and multimedia to engage audiences in formal presentations.

Preparation for assessment writingAssessments are a fact of academic life. Step Up to Writing strategies prepare students to take performance- and computer-based assessments by providing practice with evaluating prompts, budgeting time, and identifying different types of assessment questions.

Tool T1-29a



Name: _______________________________________ Date: ________________

Comparing and Contrasting Literary Texts

The Wind’s Visit by Emily Dickinson

The wind tapped like a tired man, And like a host, “Come in,” I boldly answered; entered then My residence within

A rapid, footless guest, To offer whom a chair Were as impossible as hand A sofa to the air.

No bone had he to bind him, His speech was like the push Of numerous humming-birds at once From a superior bush.

His countenance a billow, His fingers, if he pass, Let go a music, as of tunes Blown tremulous in glass.

He visited, still flitting; Then, like a timid man, Again he tapped — ’t was flurriedly — And I became alone.

Wind Songby Carl Sandburg

Long ago I learned how to sleep,In an old apple orchard where the wind swept by counting its money and

throwing it away,In a wind-gaunt orchard where the limbs forked out and listened or never

listened at all,In a passel of trees where the branches trapped the wind into whistling, “Who, who are you?”I slept with my head in an elbow on a summer afternoon and there I took a

sleep lesson.There I went away saying: I know why they sleep, I know how they trap the

tricky winds.Long ago I learned how to listen to the singing wind and how to forget and how

to hear the deep whine,Slapping and lapsing under the day blue and the night stars: Who, who are you?

Who can ever forget listening to the wind go by counting its money and throwing it away?

residence: housebind: hold togethersuperior: remarkablecountenance: facebillow: strong pufftremulous: quiveringflurriedly: agitatedly

gaunt: bare, bleakpassel: bunch, clusterlapsing: dying down

Tool T4-10a



Name: _______________________________________ Date: ________________

Turning a Writing Prompt into a Topic Sentence

These steps can help you quickly understand a complicated writing prompt and use the prompt to write a focused, relevant, complete topic sentence.

Step 1 Read the prompt carefully.

Step 2 Reread the prompt and mark key words that tell you the topic of the writing assignment, the purpose (e.g., explain, describe), the type of text, the length, and any specific information that needs to be included.

Step 3 Use key words from the prompt to help you write your topic sentence. It may be helpful to include some of the key words in your topic sentence.

Step 4 Go back and check that your topic sentence addresses all parts of the prompt and clearly explains the topic of your writing.

Example Prompt: You have examined two sources on the Boston Massacre: Paul Revere’s engraving and John Adams’ speech at the trial of the British soldiers. Write an essay that explains how each of these sources depicted the so-called massacre. Consider each author’s purpose, and identify any differing representations of the facts.

Example Topic Sentence: Paul Revere and John Adams depicted the Boston Massacre in obviously conflicting ways.

Directions: Use the steps above to turn the following prompt into a topic sentence.

Prompt: The article “Why Those Tiny Microbeads in Soap May Pose Problem for Great Lakes” explains how small organisms living in the Great Lakes mistake plastic microbeads for food. Write a short essay (2–3 paragraphs) that explains how these plastic beads enter the lakes and spread pollution up the food chain to humans.

Topic Sentence:

Purpose (compare/contrast)

Need to include this information

Type of text

Tool T9-5b

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T9-5b Writing for Assessments


Name: _______________________________________ Date: ________________

Understanding and Using Scoring GuidesYour work will be scored on the four categories listed below. • Use these questions as well as the scoring guide criteria to assess your own work before you

submit it for grading.• Keep in mind that the purpose of each scoring guide is to give you specific information about

how to revise and improve what you have written so that you can reach the Proficient or Advanced level.

Organization • Is there a clear plan and purpose for my writing?• Are my sentences or paragraphs presented in a logical order?• Do transitions link, clarify, and build ideas in meaningful ways?• Does my organization fit my purpose and writing type? − Informative/Explanatory: introduction, body, and conclusion − Argument: introduction with claim, body, and conclusion − Narrative: beginning, middle, and end − Personal Narrative: introduction, beginning, middle, end,

and conclusion

Ideas/Content • Is my purpose obvious? Have I achieved my purpose?• Are my ideas developed with relevant detail, elaboration, or evidence?• Is the content accurate, interesting, and appropriate for the audience?• If appropriate, have I included text features, graphics, citations for sources,

or opposing claims?

Language/Style

• Have I written in a style and tone appropriate to the audience?• Have I used precise words or figurative or sensory language?• Have I varied sentence structures for meaning, interest, or pacing?• Are my voice and style consistent?

Conventions/CUPS

• Do I have correct capitalization, usage, punctuation, and spelling?• Have I used proper formatting, such as spacing, margins,

and paragraphing?• If used, are sources cited properly?• Does my final copy show that I have spent time and effort

on this assignment?

Tool T9-1b



Name: _______________________________________ Date: ________________

Great Short Answers—Example 1Tips

• Identify the key words in the question, and use some in your response. • Identify the expected length of your response, which may be indicated in the question

or by the writing space provided. • Write an answer that addresses each part of the question. • Include details, examples, or text evidence to support your response.

Question: What is chlorophyll, and how does it contribute to the process of photosynthesis?

Ad

van

ced

(4

)

Chlorophyll is the green pigment found in most plants. Its role in photosynthesis is to absorb light from the sun. This light energy begins a chemical reaction with carbon dioxide and water that creates energy in the form of carbohydrates (glucose) and oxygen.

Pro

fici

ent

(3) Chlorophyll is the green pigment found in most plants. It absorbs light as part of

a chemical reaction that converts sunlight into energy the plant can use to grow.

Bas

ic

(2) Chlorophyll is what makes plants green. Its what changes the sunlight in

photosynthesus.

Bel

ow

Bas

ic (1

)

Chlorophyll is in plants, its why most plant’s are color green, for example jungles, trees and grass.

No

Cre

dit

(0

) Plants need light to process and be sure to water them! or there leaves will get brown so no chlorofill.

Too

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©2016 Voyag

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To

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Nam

e: _______________________________________ D

ate: ________________

Examples of Quotations and Paraphrases: MLA1. Introducing a Quotation: Introduce the quotation with a phrase or sentence that gives readers relevant background

information.Introduce a quotation with an incomplete sentence.

Include a comma if the introduction is a dependent clause.

Monroe’s letter to the president warned that “American troops were retreating—and they were outnumbered” (Kratz 36).As Monroe’s letter to the president explained, “American troops were retreating—and they were outnumbered” (Kratz 36).

Introduce a quotation with a complete sentence followed by a colon. In his letter to the president, Monroe described the situation: “American troops were retreating—and they were outnumbered” (Kratz 36).

2. Proper MLA Citation for Quotations: Include the author’s last name and page number if known. If there is no author, you can use the name of the text instead. Follow these rules:

Put the author’s last name and page number in parentheses at the end of the sentence, followed by a period.

The president received a letter describing the chaos in the capitol: “American troops were retreating—and they were outnumbered” (Kratz 36).

If you mention the author’s name before the quotation, place only the page number in parentheses at the end of the sentence.

Author Jessie Kratz describes how officials in Washington knew about the approaching danger: “Upon seeing the British advancing toward Washington, Monroe dispatched a note to President Madison” (36).

3. Proper MLA Citation for Paraphrases: You can paraphrase the ideas or main points of a text without using a direct quote, but you must include the author’s name (and possibly the name of the text) to let the reader know the source of the information.

If all the ideas you are paraphrasing came from a single page in the text, include the page number at the end of the paraphrase.

Jessie Kratz describes Monroe’s letter to the president warning him to remove important American documents from Washington before the British arrived (36).

If you are summarizing ideas from many pages of the text, you do not need a page number.

An article by Jessie Kratz describes how vital American documents, such as the Constitution, have been saved and relocated throughout the years.

Work Cited: Kratz, Jessie. “‘P.S.: You Had Better Remove the Records’: Early Federal Archives and the Burning of Washington during the War of 1812.” Prologue 46.2 (2014): 36–44. Web. 19 Sept. 2014.


3

Name: Grade: Class: Date:

©2015 Voyager Sopris Learning, Inc. All rights reserved.

Permission is granted to reproduce this page for Step Up to Writing classroom use.

Step Up to Writing—Grade 9

Informative/Explanatory Writing Baseline Assessment

Source #2

From “Statement of Senator Thomas R. Bard”Courtesy of the Government Printing Office.This passage is an excerpt from Senator Bard’s address at the Senate hearings to discuss Indian affairs in the United States, 1905.

The conditions in southern California, with which I am more familiar, are these: There are some eighteen or twenty, or more bands of Indians with whom, in early times, treaties have been negotiated but never ratified, but they have come under the general classification of Mission Indians—they are civilized. Some of these bands have been driven by degrees back into the mountains—really, they belong there; but the lands which are of any value have been taken by whites and these Indians have been forced into canyons, where they have been attempting to live. . . . The lands shown as reservations were marked out in the office here years go, and there is nothing there except rocks and little patches of arable land along the creeks. . . . Now these other bands of Indians are in the hills and starving and what is desired is not to furnish them with large quantities of land, but to give them in addition to what they have a few more acres, here and there, that will be sufficient to maintain them. It would be almost cruelty to remove them from the high mountains, where they are, to the lower valleys; they have always lived as mountain Indians, and it would not be desirable to do that. arable: suitable for growing crops

Source #3

California Land Allocations 1851–1852: Areas to be Ceded by and Reserved for American Indians

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= Land supposedly given up by Indians in the 1851–1852 treaties

= Land that was intended to be reserved for the Indians to occupy, as authorized by the U.S. President

Assessments to Track Student GrowthAssessment provides the data needed to make informed instructional decisions in order to meet student needs. The Step Up to Writing assessment plan provides Baseline and Summative Assessments for each grade level and for each type of writing (informative/explanatory, argument, and narrative). The Baseline and Summative Assessments are designed as performance task assessments similar to standardized assessments. The assessments have students (1) read selections of text on the same topic from different sources, (2) answer five multiple-choice comprehension questions, and (3) write a short essay based on a prompt.The writing portions of the assessments are graded using the Step Up to Writing scoring guides. These scoring guides employ student-friendly language so that students can also use them in the assessment of their own work.A Digital Data Tracker is provided to make it easy to monitor student growth. The Digital Data Tracker, assessments, and scoring guides are available at www.stepuptowriting.com.

Flexible ImplementationThere are many ways to implement Step Up to Writing. Teachers can select strategies from any listed in the Teacher Edition table of contents (pages F1–F7) or by referring to the chart of core strategies in each section introduction.When selecting strategies, it is recommended to begin instruction of Step Up to Writing with Sections 1, 2, and 3 if students need to gain familiarity with program terminology and processes, or if they need more foundational skills. Then students are ready to apply the three types of writing. See the introductions for Sections 4, 5, and 6 for suggested scaffolded strategy sequences for the three types of writing.The Step Up to Writing Assessment and Implementation Guide also describes how to implement a sequence of instruction to meet standards for writing, speaking and listening, and language, as well as many standards for reading informational text and reading literature. Differentiation suggestions are also provided.

How Does Step Up to Writing Support Teachers?

For more information about the assessments and implementation plans, see the Step Up to Writing Assessment and Implementation Guide.


4




Informative/Explanatory Writing Baseline Assessment

Questions

Directions: Refer back to the sources on pages 2 and 3. Fill in the correct bubble to answer the questions. 1. According to source 1, what was the main purpose of treaties between American Indians and the U.S.

government in California?A to protect American Indians’ landsB to trick American Indians into forced laborC to take away American Indian reservation landD to move American Indians to less desirable land 2. According to source 1, what was one reason some California treaties were rejected by the Senate?

A It was unclear if the treaties were legal. B The treaties would cost too much money to enforce.C The American Indians refused to hand over native land titles. D The senators did not have access to the full treaty documents. 3. PART A: What is Senator Bard’s main argument in source 2?A American Indians should be moved out of Southern California.

B American Indians should be given higher quality land.C American Indians should be given large quantities of land. D American Indians should fight to ratify the treaties with the government. 4. PART B: What can you infer about Bard based on his argument in source 2?A He believes none of the land in California is suitable for American Indians. B He is an American Indian.C He wants to get the treaties stricken from Congressional records.D He wants to help American Indians, but only in a limited way. 5. What conclusion could be reached based on the information in all three sources? A The U.S. government purposely kept the treaties with American Indians hidden from senators and the

American public.B Even if the government had approved the treaties, American Indians would still have lost large amounts

of land.C Both the U.S. government and the American Indians profited from the California gold rush.D The U.S. government never attempted to reserve land for American Indians.

2





Informative/Explanatory Writing

Baseline Assessment

In 1852, with the world rushing in to California

and gold coursing out, senators in Washington, D.C.,

met in executive session to consider 18 treaties made

with Indians across California. Treaties with Indians,

like those with foreign governments, required

ratification by the Senate, and ratified Indian treaties

had the status of an agreement made with a sovereign

nation. Unratified treaties had no force.

As roads not taken, unratified treaties could

be easily forgotten. Senate rules requiring strict

confidence in deliberations on treaty matters

inadvertently contributed to forgetting. This appeared

to be the fate of the California Indian treaties, which

were rejected by the Senate. But the treaties acquired

a second life when senators at the dawn of the 20th

century were forced to confront this action of their

gold rush–era predecessors.

California had been densely populated by several

hundred thousand natives before European contact.

Under Spanish and Mexican rule, many thousands

were lost to disease and forced labor. The gold rush

of 1849 brought massive streams of outsiders who

overran much more of the state. Over the following

decades, the Indians were murdered, killed by disease,

or driven from their lands and livelihoods by miners

and settlers.

In much of the western United States, the federal

government extinguished native title to Indian lands

by treaty. Treaties typically required the Indians

to reduce their land holdings or move to areas that

were not desired by whites. This was the intent of

the California Indian treaties, which were made

between the United States and Indian groups in

California between 1851 and 1852 under three U.S.

commissioners.

The Indians ceded title to their land to the United

States and agreed to accept reservations, while the

government pledged to pay for the ceded land and

permanently set aside the reservations for Indian use.

When the treaties came up in executive session of

the U.S. Senate, the senators found them problematic.

It was unclear if Mexico—from which California was

acquired—recognized native land titles. If Mexico

did not, then Indians in California came under

U.S. sovereignty without legal claims to the land.

Furthermore, the commissioners’ appointments were

irregular, and in the wake of the gold rush, white

Californians strongly objected to the treaties.

For these reasons, the Senate rejected the treaties

and, following Senate rules, imposed an injunction

of secrecy on them. The record copies of the treaties

were returned to the Department of the Interior; only

the copies printed for use by senators fell under the

secrecy action.

The treaties were never truly secret. The work of

the commissioners was public knowledge at the time,

contemporary publications mentioned the unratified

treaties, and the Indians had their own copies of the

treaties. Several scholars examined the treaties in the

1880s and 1890s. Even so, they languished, largely lost

and forgotten.

With the treaties rejected, Indian title to the land

was left unresolved. A series of executive orders and a

congressional act in 1891 led to the creation of small,

scattered reservations of varying quality for Indians

in Southern California.

Northern California had only two reservations in

1900, at Hoopa and Round Valley; a third was at Tule

River in central California. The number of Indians

living outside their borders was unknown. These

uncounted, nonreservation Indians had virtually no

legal rights, protections, or government support.

The Northern California Indian Association

(NCIA) found the situation deplorable. This

organization of white reformers bent on educating,

civilizing, and uplifting the landless California

Indians embarked on a campaign to provide them

with relief in the early 1900s.

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60

65

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75

Source #1

From “The Secret Treaties with California’s Indians”

by Larisa K. Miller

Used with permission of the author.

ratification: approval sovereign: independent cede: to give up


A Plan for TeachersThe Step Up to Writing program is filled with strategies, assessment materials, and data tracking tools to help teachers provide instruction to meet the needs of students. The Step Up to Writing Assessment and Implementation Guide provides an assessment and implementation plan that teachers can use to ensure that they are helping students achieve their goals.

Assessing Beginning Skill Levels with Baseline Assessments• Use the Step Up to Writing Assessment and Implementation Guide for instructions

on how to administer the Baseline Assessments and use the data to plan instruction appropriate to students’ needs and abilities.

Responsive Teaching• Monitor students’ progress using the data tracking and progress monitoring

tools described in the guide to pinpoint areas of strength and concern and adapt instruction.

• See the guide for suggestions on selecting appropriate strategies and making use of the Differentiation suggestions that appear throughout the program.

Assessing Skill Mastery with Summative Assessments• Use the Step Up to Writing Assessment and Implementation Guide for instructions

on how to administer the Summative Assessments and use the data to plan ongoing instruction.

SummativeAssessment

Baseline Assessment

Responsive Teaching

Use data to plan instruction

Use data to plan instruction

Analyze Data

AdaptInstruction

Monitor Progress


How Does Step Up to Writing Support Teachers? (continued)

Step Up to Writing Classroom Materials

Posters • Colorful, informative

classroom posters• Quick references to

support writing skills

Posters

Handy Pages

Handy Pages • Grades 9–12 21

Argument Writing—Drafting the BodyDraft quickly to capture your ideas, writing from your informal outline . Build a compelling argument by developing your claim with key/star ideas (reasons) and elaboration . • Follow the plan stated or implied in your plan sentence .• Support each key/star idea with the strongest elaboration for your audience . (See Elaboration, p . 26 .)

• Fairly address and challenge important opposing claims .• Stretch, don’t stack—add elaboration to develop ideas rather than adding many key/star ideas .

• Use transitions to show relationships between ideas . (See Transitions, p . 26 .)Argument Writing—Drafting the ConclusionFinish strong with a conclusion that follows from and supports the ideas presented . Ask yourself, does the conclusion:

q Summarize the main points?q Remind readers why the claim is significant (such as real-world effects or future implications)? q Avoid introducing a new topic or key/star idea?q Maintain a fair and objective tone?

Try some of these ideas for a purposeful or convincing conclusion:• Use conclusion words .• Rephrase the claim using synonyms .• Use repetition for emphasis .• End with a memorable quotation .• Use an anecdote (a brief narrative) .• End on a positive note .

• Urge readers to take action .

Conclusion Wordsall in all

as a resultcertainlyclearly

consequentlyin conclusion

in effectin the end

indeedoverall

to sum up ultimately

Handy Pages • Grades 9–12 13

Prewriting

Explore ideas before planning your writing .

• Brainstorm: list, web, use graphic organizers, freewrite .

• Research: find out more .• Sort ideas into categories .• Discuss ideas with others .• Reflect on your audience and purpose .

Evaluating Sources

Selecting credible, accurate sources is key to making sure you have strong elaboration and evidence to support your ideas . Assess your sources using this checklist .

q Relevance: Is the information relevant to your topic? Is the purpose of the article, website, or video to inform or to entertain?

q Accuracy: Is the information correct? Can you verify it against other sources?

q Current information: Is this source up to date?

q Credibility: Is the author or source an expert? (Remember that some of the most credible web sites end in .gov and .edu, and sometimes .org .)

Go to the source! Use primary sources when they are available .

Primary Sources Secondary Sources

Firsthand accounts of events produced by someone who witnessed them and original documents

Secondhand accounts that explain, analyze, or interpret primary sources or report about events that the author did not witness

BiasAsk the following questions about the source to uncover bias:

• Are they selling something? • Could they have a conflict of

interest? • Is their purpose to appeal to

emotion or entertain, rather than to inform?

• Who is the intended audience?• Are any claims logically

supported with evidence?

6 Handy Pages • Grades 9–12

The Three Types of Writing

The Purposes of Public Art

We can find public art in almost every community, from big cities

to small farm towns . Rather than being tucked away in museums

and galleries, public art is set in places where the community can

experience it . It may be a statue that honors war veterans, a mural of

ceramic handprints made by grade-school children, or a massive steel

sculpture that looms like a dinosaur . Whatever form it takes, public

art has a variety of valuable purposes .

One role public artwork plays is to help us remember important

historical events and people . War memorials serve this purpose . For

example, the Vietnam Veterans Memorial in Washington, D .C ., is a

long black wall which lists the names of more than 58,000 soldiers

who lost their lives during the Vietnam War (“Maya Lin”) . Another

example is New York City’s Tribute in Light that has taken place

annually on September 11th . The display shoots searchlights into the

sky to memorialize the fallen twin towers of the World Trade Center

(“Tribute”) .

Public art can also serve as a recognizable symbol of a place . One

such symbol is the huge Gateway Arch in St . Louis . When the 630-

foot arch was built in the 1960s, it was meant to mark the historic

location where pioneers in the 1800s exited the boundaries of the

existing United States and entered the western territories (“Arch”) .

Another famous example is the Charging Bull sculpture in New York

created by Arturo DiModica . This piece of public art has become a

bronze, larger-than-life symbol of the nearby financial district .

A third purpose of public art can be to bring attention to

political, social, and environmental issues . The Blue Trees project

is an example of this intention . In various cities, artist Konstantin

Dimopoulos painted real trees with harmless, water-soluble blue

paint to grab the public’s attention (Spadafora) . His goal was to point

out the environmental importance of trees and raise awareness

about deforestation .

Informative/Explanatory Writing

Title

Body

Combined

topic and plan

sentence

Elaboration

Elaboration

Key/star idea

Key/star idea

Introduction

Lead

Step Up to Writing Teacher Edition • Strategies

− Objectives − Step-by-step instruction − Differentiation − Craft and Style tips

Reminds teachers when to refer students to Handy Pages

Indicates strategies that have professional development videos that can be viewed before teaching them

Handy Pages• Student-friendly, consumable reference• Useful reference for teachers to reinforce

instruction• Support for the writing process and the

three text types• Also supports content-area writing,

reading comprehension, and research and presentation skills

Step Up to Writing Teacher Edition

Informative/Explanatory • Argument • NarrativeProduction • Research • Range of Writing

Reading • Speaking and Listening • Language

4th Edition

Maureen Auman


Teacher Edition

Grades 9–12 Poster 1

© 2016 Voyager Sopris Learning, Inc. All rights reserved.

Write for Success

1. Prewrite

2. Plan

3. Draft

4. Revise

5. Edit

6. Write final copy

7. Proofread


The Writing Process

Three Types of Writing

Informative/Explanatory—Writing that informs or explains

Argument— Writing that supports a claim with elaboration

and evidence

Narrative—Writing that tells a real or imagined story

Grades 9–12 Poster 6 © 2016 Voyager Sopris Learning, Inc. All rights reserved.

During the War of 1812, the British seemed poised to capture the capital. Monroe sent an urgent message to President Madison to prevent sensitive documents from falling into enemy hands (Kratz 36).

As Kratz explains in her article, “Monroe’s message set off a scramble among government officials. . .” (36).

Work Cited: Kratz, Jessie. “‘P.S.: You Had Better Remove the Records’: Early Federal Archives and the Burning of Washington during the War of 1812.” Prologue 46.2 (2014): 36-44. Web. 19 Sept. 2014.

MLA Style Quotations and In-Text Citation


Step Up to Writing Assessment and Implementation Guide

• Directions for using the Formal Assessments• Progress-monitoring suggestions• Grade-specific, year-long unit plans

All the assessments, answer keys, scoring guides (rubrics), and data-tracking tools are available online at www.stepuptowriting.com.

Assessment and Implementation Guide

4th Edition

Assessment and Implementation Guide

Maureen Auman

Grades 9–12

Online Teacher ResourcesOnline components are available at www.stepuptowriting.com. A login to access the materials is included with the Classroom Set.

• Tools (printable, student-facing materials) • Baseline and Summative Assessments for

each grade level with a Digital Data Tracker to analyze assessment data

• Writing prompts• Professional development videos• Scoring guides (rubrics to evaluate

student writing)• Correlations to standards including

CCSS ELA, TEKS, and other state standards

• Tools Directory, which shows all program Tools

Professional Development VideosDigital Data Tracker

CLASS AVERAGE

ARGUMENT

Direct Questions

Correct (questions

1,2)

Date of assessment: Date of assessment:

NARRATIVE

BASELINE ASSESSMENT Reading Section

SUMMATIVE ASSESSMENT Reading Section

TOTAL (out of 5)

TOTAL (out of 5)

Direct Questions

Correct (questions

1,2)

Inferential Questions

Correct (questions

3,4,5)

TOTAL (out of 5)


Correct (questions

3,4,5)

©2015 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use.


Correct (questions

3,4,5)

Direct Questions

Correct (questions

1,2)


Correct (questions

3,4,5)

TOTAL (out of 5)

Direct Questions

Correct (questions

1,2)


Correct (questions

3,4,5)

Date of assessment: Date of assessment:Date of assessment: Date of assessment:

Step Up to Writing: READING DATA TRACKER (optional)

Direct Questions

Correct (questions

1,2)


Correct (questions

3,4,5)

Direct Questions

Correct (questions

1,2)STUDENT NAME



TOTAL (out of 5)

INFORMATIVE/EXPLANATORY



TOTAL (out of 5)

CLASS AVERAGE

% % %0 0 00 0 00 0 00 0 00 0 0

0 0 0


# Students No Credit (0-‐2) # Students No Credit (0-‐2) # Students No Credit (0-‐2)

# Students Basic (7-‐11) # Students Basic (7-‐11) # Students Basic (7-‐11)# Students Below Basic (3-‐6) # Students Below Basic (3-‐6) # Students Below Basic (3-‐6)

Number of students tested: Number of students tested: Number of students tested:Date of assessment: Date of assessment: Date of assessment:

# Students Advanced (15-‐16) # Students Advanced (15-‐16) # Students Advanced (15-‐16)# Students Proficient (12-‐14) # Students Proficient (12-‐14) # Students Proficient (12-‐14)

CLASS STATS: Baseline Assessment CLASS STATS: Progress Monitoring (Optional) CLASS STATS: Summative Assessment

Organization (0-4)

Ideas/ Content (0-4)

Language/ Style (0-4)

Conventions/ CUPS (0-4)

TOTAL SCORE Organization (0-4)

Step Up to Writing: ARGUMENT WRITING DATA TRACKER

STUDENT NAME

BASELINE ASSESSMENT: Argument PROGRESS MONITORING ASSIGNMENT (OPTIONAL) This data can be collected from any in-‐class writing activity or other informal assessment

SUMMATIVE ASSESSMENT: Argument

Organization (0-4)

Ideas/ Content (0-4)


Conventions/CUPS (0-4)

TOTAL SCORE Ideas/ Content (0-4)


Conventions/ CUPS (0-4)

TOTAL SCORE

S

Org. Content Lang. CUPS TOTAL Org. Content Lang. CUPS TOTAL

#N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A



Average

Step Up to Writing: Student Progress Report

Student Name:*

Narrative

Argument

Informative/Explanatory

Baseline Summative



SECTION

Teacher Edition • Grades 9–12 323

SECTION 5

Before Class 1. Make display copies of Tool T5-2a and Tool T5-2c. (Student copies

are optional.) 2. Make a display copy and student copies of Tool T5-2b. 3. Have green, yellow, and red (pink) highlighters available.

Note: The color coding in this strategy helps students identify the basic structure of argument writing. However, many other strategies in Section 5 go beyond color coding and teach more sophisticated writing structures necessary for college- and career-readiness. If students struggle with the basic structure of argument writing, continue to have them color-code their own writing. However, as their writing becomes more sophisticated, color coding may become less relevant or unnecessary.

4. (Optional) Have students’ own current argument writing available for them to color-code.

During Class 5. Remind students that the purpose of argument writing is to make

a claim and support it with valid reasons and relevant elaboration or evidence.

6. Display Tool T5-2a. Examine the characteristics of argument writing.• Point out that a claim must be about a topic that is disputable; if

everyone agrees about the topic, there is no meaningful claim to make (it would simply be informative/explanatory writing).

• Explain that strong argument writing includes opposing claims and addresses, or considers, them fairly, but then challenges or disproves them by using stronger evidence.

Color-Coding the Elements of Argument Writing

T5-2

Objective CCSS ELA

Students learn the elements of argument writing by associating each element with a Traffic Light color. By color-coding the elements, students learn to present and support claims and organize writing effectively.

Grades 9–10 RI 3, 5; W 1a–c, e; S/L 1

Grades 11–12 RI 3, 5; W 1a–c, e; S/L 1

Tool T5-2a

Tool T5-2a



Name: _______________________________________ Date: ________________

Characteristics of Argument WritingMeaningful Claim Make a precise claim about a meaningful and disputed topic.

You may point out the significance of your claim at any point in the writing.

Logical Organization Effectively organize reasons supporting your claim and opposing claims, show relationships between ideas, and create a cohesive whole (using transitions helps).

Relevant Support Support your claim and reasons with elaboration and evidence that is relevant to your audience. Point out both strengths and weaknesses.

Fairly Addresses Opposing Claims

Fairly address opposing claims and their evidence. Avoid using “loaded” words or biased language (e.g., stupid, selfish, terrible) when challenging or disproving opposing claims.

Convincing or Compelling Reasoning

Lead your audience to an understanding of the importance and validity of your claim.

Tool T5-2b

Tool T5-2b

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T5-2b Argument Writing: Making a Claim


Name: _______________________________________ Date: ________________

Traffic Light Colors for Argument Writing

Go!State your claim in the introduction.

To Monitor or Not to MonitorSmartphone monitoring software and the GPS tracking

capability of most cell phones enable parents to monitor their children’s activities and whereabouts. Parents should discontinue this practice when children become teenagers. Although GPS tracking is useful for younger children, it violates teenagers’ right to privacy and may damage their relationships with parents.

GPS tracking is an invasion of a teenager’s privacy. It allows parents to determine their teen’s location at any time, and the monitoring system can even be programmed to send alerts when the phone crosses over a predetermined boundary (Coy). GPS technology sometimes allows users to locate people in specific rooms in buildings. Do parents really need to know when their teens are going to the cafeteria for lunch? In addition, sometimes teenagers may need privacy for a legitimate reason. For example, they are buying a birthday present or organizing a surprise party. Privacy is also important because teens are transitioning from childhood to adulthood. Parents need to trust their teens and allow them to learn from their mistakes and make independent choices. Denying teens their privacy by tracking their movements may make teens feel incapable of making decisions on their own.

Supporters of GPS tracking argue that parents need to monitor some teenagers because they frequently get into trouble, but this technology could greatly harm the relationship between parents and their teens. It is understandable why parents of troubled teens would want to keep closer tabs on them. However, GPS monitoring is unnecessary for teenagers who act responsibly. They have earned their parents’ trust. Furthermore, parents need to consider the possible consequences of tracking their teens. Monitored teens may resent what they consider spying—in fact, a number of companies who provide GPS monitoring use the word “spy” in their products. This resentment could turn into hostility and anger, especially if teenagers discover that their parents have been tracking their movements in secret.

GPS monitoring of teenagers at first may seem like a good idea. However, careful consideration reveals the disadvantages of this practice. Technology should not be used to violate people’s privacy or as a substitute for honest conversation and trust.

Slow down!

Introduce a key/star (big) idea—a reason or opposing claim— using a transition word or phrase.

Stop!Provide elaboration

or evidence that supports each reason and fairly

addresses opposing claims.

Go back!Remind readers of

your claim and wrap up the argument in the conclusion.

Work Cited: Coy, Whitney. “GPS Tracking on Your Child’s Phone: Intelligent or Invasive?” SheKnows. SheKnows, LLC, 1 May 2011. Web. 10 Nov. 2014.

Tool T5-2c

Tool T5-2c

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T5-2c Argument Writing: Making a Claim


Name: _______________________________________ Date: ________________

Argument Essays and ReportsOrganization and Planning Organization is the key.

• Can be done with blocking out and an informal outline

Introduction(blue) + (green)

The topic sentence is the heart.• Include your topic sentence with your claim and

your plan sentence• Lead with “the Blues”—if needed

Transition Topic Sentences(yellow)

Transitions are the glue that connects ideas.• Start body paragraphs • Introduce key/star ideas• Organize reasons and opposing claims• Show relationships among claims, reasons, opposing

claims, and evidence

Elaboration(red)

Elaboration is the meat, or substance.• Supports each key/star idea• Fairly shows the strengths and weaknesses of the

claims and opposing claims• Takes into consideration the audience’s knowledge,

bias, and values• Is relevant, accurate, and credible

Conclusion(green)

The conclusion wraps it up and ties it together.• Follows from and supports the claim and the

argument presented• Is focused and convincing • Leaves the reader with an understanding of the

claim’s importance

A Guide for Using Step Up to Writing in the Classroom

The strategy Objective states the expected student outcomes.

Strategies with a video icon have professional development videos showing how to teach the strategy.

The Handy Pages icon indicates whether the strategy has an accompanying Handy Page. Encourage students to refer frequently to the Handy Pages as they write independently.

The Before Class instruction indicates which Tools need to be downloaded from www .stepuptowriting .com before the lesson, as well as any other materials or necessary preparation.

Each Tool necessary for teaching the strategy appears as a thumbnail image.

Each strategy lists which of the standards it supports.

Step Up to Writing StrategiesAfter assessing student skills and planning instruction, select strategies that support writing assignment goals and meet student needs. For help selecting strategies, see the section introductions, the Step Up to Writing Assessment and Implementation Guide, and/or the Table of Contents.

The During Class section provides step-by-step instruction to help teachers model a skill, guide students as they practice, and then release them to independent practice. Dark blue strategy references indicate where to find more information about particular topics.


SECTION Argument Writing: Making a Claim

324 Teacher Edition • Grades 9–12

5Planning, Organization, and Structure

7. Display and distribute Tool T5-2b. Explain the elements of argument writing in terms of the Traffic Light colors. Model and have students use highlighters to color-code the essay as you examine the Tool. (An answer key is available at www.stepuptowriting.com.)

• Green means go. − Explain that the introduction of an argument essay or report includes the claim in the topic sentence and is green because it tells what the writer is going to argue.

− Read the introduction and identify the writer’s claim.• Yellow means slow down.

− Discuss that transition topic sentences introduce and connect each key/star (big) idea, or reason. They are yellow to remind the writer to slow down and provide support for the claim.

− Explain that transition topic sentences can also introduce key/star ideas that are opposing claims, and are also yellow. (When color-coding, underline opposing claims to differentiate them from ideas that support the writer’s claim.)

− Read the body paragraphs and identify the transition topic sentences. • Red means stop.

− Tell students that sentences used to elaborate or provide evidence for each key/star idea are red to remind the writer to stop, support the claim, and address opposing claims. (When color-coding, underline elaboration or evidence that develops opposing claims to differentiate it from ideas that support the writer’s claim.)

− Review the elaboration or evidence supporting each key/star idea.• Green also means go back.

− Discuss how the conclusion is green as a reminder to go back over the argument presented to wrap it up and create a meaningful connection to the claim. It might also include a call to action.

− Read the conclusion and point out how it connects to the claim and to the argument presented.

8. Display Tool T5-2c. Review the elements, icons, and descriptions, and connect these to the color coding and text on Tool T5-2b. Provide these additional explanations:

• Planning before writing is key to a writer’s success. Blocking out is a quick way of planning key/star ideas to use in the informal outline. (See strategy T5-7 Informal Outlines for Argument Essays and Reports.)

Craft and Style:Opposing Claims

Evidence that supports the author’s claim can often be used to address or counter an opposing claim:Some say that most 16-year-olds have not yet formed their own ideas on political issues, so they should not vote. However, if 16-year-olds are old enough to work and pay taxes, they also are old enough to vote about how that tax money is spent.

Craft and Style boxes provide tips and examples to help explain how students may apply craft and create a particular style appropriate to the task, purpose, and audience.

SECTION


SECTION 5• The topic sentence expresses the writer’s claim. The plan sentence reveals how

the claim will be supported. Including a lead, or the Blues, in an introduction can capture readers’ interest. (See strategy T5-8 Writing an Introduction to an Argument.)

• In argument writing, transitional words and phrases create cohesion and clarify the relationships among claims, reasons, elaboration and evidence, and opposing claims. (See strategies T5-18 Transitions in Argument Writing and T5-19 Using a Variety of Transitions in Argument Writing.)

• Elaboration and evidence (the E’s: explanation, elaboration, experiences, everyday life, examples, expert opinion, events, exact information, evidence, effective illustration, and effective quotations) allow writers to fairly and thoroughly develop both their claim and the opposing claims. (See strategy T5-13 Elaboration—The E’s in Argument Writing.)

• A conclusion should wrap up the whole argument, emphasize the significance of the claim, and possibly ask readers to take action. (See strategy T5-23 Writing Successful Conclusions for Arguments.)

9. If appropriate, have students color-code a piece of their own argument writing. Have them consider if they have all the elements represented in a logical order. Discuss students’ results and talk about revisions they might make.

Differentiation: Color-Coding the Elements of Argument Writing

If students have difficulty color-coding, provide more practice using strategy T5-3 Elements of Argument Essays and Reports.If students have difficulty differentiating argument writing from informative/explanatory writing, use strategy T2-1 Introducing Three Types of Writing.If students have difficulty with multi-paragraph writing, start with paragraphs; use strategies in Section 2, subsection Perfect Paragraphs.

Each strategy includes point-of-use Differentiation. These offer suggestions on how to support struggling students or challenge those who excel.


A Guide for Using Step Up to Writing in the Classroom (continued)

Step Up to Writing ToolsUse the Step Up to Writing Tools regularly, both as directed in the Step Up to Writing Teacher Edition and whenever helpful during writing assignments in any subject area. Regular practice ensures that students master writing assignments. Tools take a variety of forms.

Tool T4-32b

Tool T4-32b

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T4-32b Informative/Explanatory Writing: Stating the Facts


Name: _______________________________________ Date: ________________

Using Multimedia in Informative/Explanatory Writing

Title =

Media Type Notes (What idea the media supports and how it supports the idea) Source Information

Photographs

Diagrams, Figures, or Animations

Audio

Videos

Website Links

Document Links

Links to Definitions

Other

Directions: Brainstorm and record ideas for digital media that may help you support your writing topic and ideas. Be sure to record your sources so that you can provide citations.

Graphic Organizers

Tool T5-4a

Tool T5-4a



Name: _______________________________________ Date: ________________

Twelve Steps for Writing an Argument Essay or Report

Step 1Start with prewriting activities: determine the topic and claim, purpose, and audience; brainstorm ideas; research; sort and choose the strongest evidence to include.

Step 2 Write a draft of your title.

Step 3Write a draft of or notes for your introduction, which includes a lead (optional), a topic sentence with your claim, and a plan sentence that previews how you will support the claim.

Step 4

Continue planning with an informal outline based on the plan from your introduction. Organize and group information related to reasons and opposing claims logically, and include elaboration or evidence that is significant and relevant to audience and purpose.

Step 5Choose transitions that clarify the relationships among reasons, elaboration or evidence, claims, and opposing claims. Transitions introduce key/star ideas, link major sections, and create cohesion.

Step 6Jot down ideas for your conclusion that follow from and support your claim and the argument you presented.

Step 7 Write the first draft, based on ideas captured during planning.

Step 8Revise your first draft to improve content, sentence structure, vocabulary, transitions, and organization.

Step 9 Edit your paper for errors in capitalization, usage, punctuation, and spelling.

Step 10Repeat the revision cycle: Revise and edit (Steps 8 and 9) until you feel you have perfected your essay or report.

Step 11 Create a final copy, then proofread it and correct any mistakes.

Step 12 Publish your writing. Share it with your intended audience.

Step-by-Step Instructions

Tools T2-1b, c, d, e

Tool T2-1b

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-1b

Foundational Writing Skills


Name: _______________________________________ Date: ________________

Types of Writing: Sample 1Tilted Arc: Why Protecting Public Art Is Important

In 1981, a public sculpture called Tilted Arc was built in the plaza in front of the Jacob Javits Federal Building in New York City. Tilted Arc was a massive steel wall stretching 12 feet into the air and 120 feet across the plaza. After the sculpture was finished, criticism from local office workers led the government to take down the artwork. Government officials should not have been allowed to remove the sculpture after it had been approved and built. In dismantling the sculpture, the government did not listen to the majority opinion of the community. Furthermore, the sculpture did not endanger the community in any way.

The government should not have been allowed to take down the art because it was the organization that approved the art. Public art projects usually go through a planning and approval process. In the case of Tilted Arc, the project began in 1979, giving people two years to study its design and plans. People had the opportunity to look at models of the project and make comments. Then the government approved the project, signed a contract with the famous sculptor Richard Serra, and even paid him $175,000 for his design. Serra followed the contract and completed the sculpture as planned (“Richard Serra’s Tilted Arc”). If government officials truly believed the sculpture was a concern, they should not have approved the project in the first place.

After Tilted Arc was approved and built, the government sided with a small group of people who disliked the sculpture. Because the sculpture was being criticized, a panel, including some government officials, held a hearing in 1985 to listen to what community members had to say about the sculpture. People at the hearing both praised and criticized the sculpture. Whether they liked the sculpture or not, the majority of speakers said they

(continued)

Fig. 1. Tilted Arc by Richard Serra.

Tool T2-1c

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-1c



Name: _______________________________________ Date: ________________

Types of Writing: Sample 1 (continued)

were in favor of keeping Tilted Arc. In the end, the panel sided with the small group of people who disliked the sculpture and voted 4–1 to take it down (“Richard Serra’s Tilted Arc”). Most of the people on the panel also disliked the sculpture (Storr). They decided to side with those who opposed the sculpture and, therefore, to overlook the opinions of so many other people in the community.

The only valid reason for the government to dismantle this piece of public art after it was approved and built would have been if it was a danger to the public. Tilted Arc, however, was not a safety concern. It was basically a giant wall, so it was not any more dangerous than the walls of the surrounding office buildings. Instead, the complaints about the art were more about convenience and personal taste. A few workers from the surrounding buildings said the sculpture was an inconvenience because it disrupted their usual walking routes to surrounding buildings (“Richard Serra: The Case”). This was hardly a health or safety concern that required the government to step in. The workers also claimed the sculpture should be removed because it was ugly (“Richard Serra: The Case”). However, the personal taste of a few people should not undo a carefully planned and approved public sculpture like Tilted Arc.

Ever since Tilted Arc was taken down, the pieces have been hidden away in a warehouse. Richard Serra designed the sculpture to be displayed only in the plaza and nowhere else. Dismantling this piece of public art not only destroyed it but also disrespected the artist and the opinions of most of the members of the community for which it was created.

Works Cited: “Richard Serra: The Case of Tilted Arc.” The University of Arizona College of Fine Arts. University of Arizona, n.d. Web. 26 Sept. 2014.“Richard Serra’s Tilted Arc.” Culture Shock Visual Arts. WGBH Educational Foundation, n.d. Web. 26 Sept. 2014.Storr, Robert. “ ‘Tilted Arc’: Enemy of the People?” Michigan State University. Michigan State University, n.d. Web. 10 Nov. 2014.

Tool T2-1d


Tool T2-1d

Foundational Writing Skills Step Up to Writing • Grades 9–12

Name: _______________________________________ Date: ________________Types of Writing: Sample 2A History of The GatesFor two weeks in February 2005, pedestrians in New York passed through a gigantic

public art project on their jog or stroll through Central Park. Sheets of saffron-colored fabric

fluttered above them, behind them, and in front of them as the project called The Gates took

over the park’s walkways. The husband-and-wife artist team of Christo and Jeanne-Claude

had created the huge art project. Although the pair was already world-famous for their

daring and controversial creations, they took special satisfaction from this project. Almost

27 years had passed between their first proposal for The Gates and the date it opened.Christo and Jeanne-Claude (they go by only their first

names) first approached New York City with the idea in 1979. Their idea was to build 15,000 “gates” in the park. Each gate was designed to be a 16-foot tall steel frame topped with fabric that would billow and move with the air. New York City officials, though, frowned on the proposal.

They did not like the idea of 30,000 holes being dug into the ground for the steel gateposts. They also worried that if they agreed to this project, they would have to agree to other big projects by other artists. For more than two decades, the two sides negotiated but could not agree on a resolution.In 2002, two events occurred that changed the destiny of the project. First, Michael

Bloomberg was elected mayor of New York City. Bloomberg was a big fan of Christo and

Jeanne-Claude’s art. Secondly, The Gates’ chief design engineer, Vince Davenport, came up

with a new idea. Instead of steel, the frames could be made of lightweight vinyl. They then

could be secured in heavy steel bases that would not require any holes in the ground. It was

an elegant solution, and with the new mayor’s blessing, New York City finally gave The Gates

the green light.

(continued)

Fig. 1. The Gates art exhibit, Central Park, NY, February 2005.

Tool T2-1e



Tool T2-1e



Name: _______________________________________ Date: ________________Types of Writing: Sample 2 (continued)

In February 2005, an army of about 900 workers constructed 7,503 gates at 12-foot intervals. The Gates ran along 23 miles of Central Park’s walkways. The entire project cost about $21 million, paid for entirely by the artists.Like many of Christo and Jeanne-Claude’s projects, The Gates received mixed reactions

from critics and the public. Some observers said it looked like a long highway construction

zone lined with orange cones. Others enjoyed its grand scale and playfulness. “A work of

pure joy,” wrote Michael Kimmelman, an art critic for the New York Times.

The installation stood for only 15 days in the February cold. Millions of visitors came to

see it. Then, like all of Christo and Jeanne-Claude’s installations, it was disassembled, only to

exist in photographs and people’s memories.

Works Cited: “The Gates.” Christo and Jeanne-Claude. N.p., n.d. Web. 24 Sept. 2014.

Kimmelman, Michael. “A Billowy Gift to the City, in a Saffron Ribbon.” New York Times. The New York Times Company, 13 Feb.

2005. Web. 19 Feb. 2015.Sternbergh, Adam. “The Passion of the Christos.” New York Magazine. New York Media LLC, 24 Jan. 2005. Web. 24 Sept. 2014.

Fig. 2. The Gates art exhibit, Central Park, NY, February 2005.

Exemplars

Scoring Guides and ChecklistsTool T3-8a

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T3-8a Vocabulary Acquisition and Use


Name: _______________________________________ Date: ________________

Common Greek and Latin Word Parts and Their Meanings

Greek

Word Part Meaning Examples

aer/aero air aerate, aerial, aerospace

auto self, same, one autocrat, autograph, automobile

crypt/crypto hidden, secret cryptic, cryptography, encrypt

dem/demo people democracy, demographic, epidemic

ethn/ethno nation, people, race ethnic, ethnocentric, ethnology

eu good, well euphemism, euphonious, euphoria

kinesis motion, moment kinesthetic, kinetic, photokinesis,

optic related to eye, sight optical, optics, optician

phobos fear claustrophobia, phobia, phobic

psyche mind, consciousness psychic, psychology, psychotherapy

sci know conscience, conscious, omniscient

Latin

Word Part Meaning Examples

anim life, spirit animal, animate, equanimity

form/forma shape conform, formation, reformatory

lev light in weight elevation, elevator, leverage

loqu/locu speak eloquent, interlocutor, soliloquy

luc light elucidate, lucid, translucent

mal bad, ill, wrong malady, malcontent, malicious

mut change commute, immutable, mutant

pugn fight impugn, pugnacious, repugnant

vacua empty evacuate, vacant, vacuum

veri/veritas truth verify, veritable, verity

viv/vivi/viva live, life revitalize, vivacious, vivid

Tool T3-8a

Information

Tool T5-39a

Too

l T5

-39a

©2016 Voyag

er Sop


Perm




To

ol T

5-3

9a

A

rgu

men

t Writin

g: Makin

g a Claim

S

tep Up to W

riting • G

rades 9

–12

Nam

e: _______________________________________ D

ate: ________________

Argument Essay and Report Scoring GuideTopic/Prompt =

No Credit (0) Below Basic (1) Basic (2) Proficient (3) Advanced (4) Score

Org

aniz

atio

n

No introduction, topic/thesis, or plan sentence

Paragraphs are disordered

Transitions are absent or improperly relate ideas

Conclusion is absent, unclear, or unrelated to either topic or claim

Introduction may relate to the topic or task, but it does not state a claim; plan sentence is unclear

Some paragraphs have logic to their order

Transitions link some ideas, but the relationships between others are unclear

Conclusion relates to the topic but not the claim

Introduction includes a topic/thesis; the claim is present but unclear

Most paragraphs follow a reasonable order

Transitions link many ideas; relationships between ideas are correct

Conclusion relates to the claim

Introduction includes a topic/thesis that clearly states a claim; has a plan sentence

Writing follows from topic and plan sentence

Varied transitions create cohesion and clarify the relationships among claims, opposing claims, reasons, and evidence

Conclusion follows from the claim and argument

Engaging introduction includes a topic/thesis that clearly states a claim; has a plan sentence; may include lead

Logically ordered writing follows from topic and plan; builds a compelling argument

Varied and subtle transitions create cohesion, enhance flow, and clarify the relationships among claims, opposing claims, reasons, and evidence

Convincing conclusion follows from the claim and argument

Idea

s/C

on

ten

t

Claims are undeveloped, or rely on false reasoning

Opposing claims are not addressed

No sources are used to support the claims, or sources are not credible or accurate

Ideas are not appropriate to the audience

Claims are partially developed, with some false reasoning or unrelated evidence

Opposing claims are unfairly presented with evident bias

Most sources are not well-chosen or credible

Some ideas are appropriate to the audience, others are not

Claims are mostly developed with valid reasoning and related evidence

Opposing claims are presented, but incompletely and thus somewhat unfairly

Sources are mostly accurate and credible

Ideas are largely appropriate to the audience

Meaningful claims are well developed with valid reasoning

Claims and opposing claims are distinguished; fair presentation of strengths, weaknesses, relevant evidence

Sources are accurate and credible

Ideas are appropriate for the audience’s knowledge and concerns

Knowledgeable claims are fully developed with valid reasoning

Significant claims and opposing claims are distinguished; fair presentation of strengths, weaknesses, most relevant evidence

Sources are accurate, credible, and compelling

Ideas suit the audience’s knowledge, concerns, and possible biases

Lan

gu

age/

Sty

le

Inappropriate tone creates a sense of unfairness and bias

Style is not appropriate to purpose or audience

Incorrect sentence structures (fragments, run-ons)

Basic and inaccurate words/phrases; language is unclear and confusing

Tone is inconsistent or creates a sense of unfairness

No formal style; language largely doesn’t fit purpose or audience

Some incorrect sentences make reading difficult

Basic words/phrases repeat or may be inaccurate; language is somewhat unclear

Fair and objective tone is mostly present

Formal style is inconsistent; language sometimes fits purpose or audience

Complete sentences with little variety

Basic, accurate words fit topic; language is simple but understandable

Fair and objective tone is consistently maintained

Formal style is consistent; language fits purpose and audience

Different sentence structures add meaning

Some precise, academic, and content-related words help address the topic

Fair and objective tone enhances the argument’s validity

Formal style displays qualities of discipline-specific texts

Varied sentence structures are used for effect and enhance meaning

Precise, academic, and content-related vocabulary clarify ideas and engage the reader

Co

nven

tio

ns/

CU

PS Text is confusing due to frequent

errors in CUPS (capitalization, usage, punctuation, spelling)

Paragraphs are not formatted properly

Unclear if sources were used

Misunderstandings result from many errors in CUPS (capitalization, usage, punctuation, spelling)

Paragraphs are not formatted properly

Sources used are largely not cited, no standard format used

Text is understandable, despite some errors in CUPS (capitalization, usage, punctuation, spelling)

Most paragraphs are formatted properly

Some sources used are cited in standard format, possibly incompletely

Text clearly understandable, due to few errors in CUPS (capitalization, usage, punctuation, spelling)

Paragraphs are formatted properly

All sources used are cited properly, with minimal formatting errors

Text communicates clearly with minimal errors in CUPS (capitalization, usage, punctuation, spelling)

Paragraphs are formatted properly

All sources used are cited properly

Total Score (16 possible)

Tool T5-24a

Tool T5-24a



Name: _______________________________________ Date: ________________

Argument Conclusion Checklist

Directions: Use this checklist to help write an effective conclusion for an argument essay or report.

o Does the conclusion summarize the main points of the argument?

o Does the conclusion remind readers why the claim is significant? (Why should it matter to them or the larger world?)

o Does the conclusion avoid introducing a new topic or new key/star ideas (reasons)?

o Does the conclusion maintain a fair and objective tone? (Avoid making inaccurate or impossible statements.)

Tips

• Note that sometimes it helps to use conclusion words (e.g., in the end, overall, to sum up), but other times a conclusion sounds more natural without them.

• Use synonyms in the conclusion to avoid repeating the exact words already used. • If appropriate, convince readers to take action. • End on a positive note by concluding with a hopeful or promising statement.

Tool T2-6a

Tool T2-6a



Name: _______________________________________ Date: ________________

Understanding the Traits of Effective Writing

Directions: Use the questions provided for each trait to evaluate your own writing as well as the work of other writers.

Trait Questions to Ask

Org

aniz

atio

n

• Does the beginning or introduction set a clear purpose for the writing?

• Are ideas ordered logically, so that they build to a whole?

• Do varied transitional words and phrases connect ideas and clarify their relationships?

• Does the structure of the writing fit the writing type? − Informative/explanatory: introduction, body, and conclusion − Argument: introduction with claim, body, and conclusion − Narrative: beginning, middle, and end*

Idea

s/

Co

nte

nt

• Does the piece fit the assignment and achieve its purpose?

• Is the content appropriate for the audience?

• Does the piece start and end in an interesting way?

• Are the important ideas fully developed with well-chosen details?

Lang

uage

/ S

tyle

• Are varied sentences used for effect, and do they enhance meaning?

• Are the voice, style, and tone appropriate for the purpose and audience?

• Are rich and precise vocabulary, figurative language, and/or sensory details used?

Co

nven

tio

ns/

C

UP

S

• Does the text contain any errors in CUPS (capitalization, usage, punctuation, spelling)?

• Are paragraphs properly formatted?

• Are any sources that are used properly cited?

*Personal narratives also have an introduction and a conclusion to capture the story’s message.


Using Paper FoldsSome Step Up to Writing strategies can be made multisensory by following directions for using folded paper to help clarify a step or process. The folds divide paper into sections for organization and may be adapted to any type and size of paper. The following illustrations show examples of each type of fold.

Hamburger Fold

Accordion Fold

Hot Dog Fold (vertical half-fold)

Burrito Fold (three-column fold)

Two-Column Fold


Schoolwide Implementation

Setting High StandardsUsing Step Up to Writing throughout the school will improve writing and test scores as well as comprehension in all content areas. Students become proficient writers more quickly because of concept reinforcement and additional skills practice. Schoolwide implementation helps teachers:

• Teach and reinforce writing and literacy skills in all subject areas and grade levels by establishing a common language for talking about and teaching writing

• Establish common high standards for assessing writing and other academic skills

Support for Content-Area WritingStep Up to Writing encourages writing in the content areas by including exemplars written about content area topics in history/social studies, science, math, and English Language Arts. Exemplar texts are included in the sections devoted to the main three writing types—Sections 4, 5, and 6. Section 10 lists strategies that support writing in particular content areas, including math, science, history/social studies, English Language Arts, and technical subjects. See Section 10, pages 621–628, for more information. The strategies listed help students apply the structures and writing tips learned in other sections to content-area assignments.English Language Arts teachers who want to focus on literary analysis skills may also refer to the Section 1 exemplar texts, which emphasize response to literature.

Step Up to Writing includes grade-level exemplar texts in content-area topics, including history/social studies, science, math, and English Language Arts.

Teachers using Step-up to Writing find tremendous value in using a writing process that is designed with different learning styles in mind. The scaffolding embedded in each lesson ensures that students will not only put their thoughts in writing in an organized manner, but present it in a way that engages the reader.

Tonia Thompson Assistant Superintendent for Curriculum, Instruction and AccountabilityBinghamton City School District


Step Up to Writing and Other Literacy InitiativesStep Up to Writing complements core literacy programs and other writing curricula, such as 6+1 Trait® Writing or Writer’s Workshop.

Step Up to Writing: The “How To” Behind 6+1 Trait® WritingStep Up to Writing grades 9–12 aligns with the 6+1 Trait® Writing model, preparing students for the 6+1 Trait® Writing assessments. Step Up to Writing strategies provide the detailed instructions, or “how to,” that help students progress in the traits: idea development, organization, voice, word choice, sentence fluency, and conventions. It also helps students with the “plus one” presentation, whether print, digital, oral, or a combination.

Step Up to Writing: The “What” Inside Writer’s WorkshopStep Up to Writing grades 9–12 is organized around the writing process, in keeping with the structure of the Writer’s Workshop. Step Up to Writing strategies provide the “what,” or the direct instruction, for discrete skills within each step of the writing process. Step Up to Writing provides practice in the basic steps of the writing process in Section 2, and provides instruction practice by writing type in Sections 4, 5, and 6.


Photo Credits

Front Matter

Yellowstone River. National Park Service. Male student. ©istockphoto.com/Steve Debenport. Mark Twain. Library of Congress, Prints & Photographs Division, LC-DIG-ds-04498. In the garden. Public domain. Drone. ©istockphoto.com/Sarahsavs. Female student. ©istockphoto.com/stevecoleimages. Laptop. ©istockphoto.com.

Section 1

Virginia Woolf. Public domain. Riverboats. Public domain. Shakespearean Scene. Public domain. Satellite. ©istockphoto.com/vasilypetkov. Uncle Tom and Little Eva. Public domain.

Section 2

Frederick Douglass. Public domain. Aztec stone. Library of Congress, Prints & Photographs Division, LC-DIG-det-4a03446. Tecumseh. ©istockphoto.com/chpaquette. Vitruvian Man. Public domain. Biceps. Public domain. Crab. ©Pixabay/tpsdave. Water Lilies. Public domain.

Section 3

W.E.B. Du Bois. Public domain. Farm. ©Pixabay/tpsdave. Cow. ©istockphoto.com/Michal Krakowiak. Apples. ©istockphoto.com/alexandrumagurean. Owl. ©istockphoto.com/GlobalP. DNA. ©istockphoto.com/Svisio. Pocket watch. ©istockphoto.com/cookelma.

Section 4

Julia Ward Howe. Public domain. Bear. https://creativecommons.org/licenses/by-sa/3.0/deed.en, Dmitry Azovtsev. Sign. https://creativecommons.org/licenses/by-sa/3.0/deed.en. Oil well. ©istockphoto.com/doranjclark. Robot. ©istockphoto.com/Vladislav Ociacia. The church. Public domain. Wind turbine. ©istockphoto.com/morkeman.

Section 5

Marie Curie. Public domain. Endeavour. NASA. Female playing guitar. ©istockphoto.com/monkeybusinessimages. Model airplane. ©istockphoto.com/JuergenBosse. Woman painting. ©istockphoto.com/Serg Myshkovsky.

Section 6

Court house. Public domain. Galileo Galilei. Public domain. Great Comet. Public domain. Maria Mitchell. Public domain. Flying saucer. ©istockphoto.com/temniy. Titanic. Public domain.

Section 7

Women. ©istockphoto.com/RapidEye. Optical fibers. ©Pixabay/justbarbara. The Internet Messenger. https://creativecommons.org/licenses/by/2.5/deed.en, Dr. Avishai Teicher Pikiwiki Israel. Shoes. ©istockphoto.com/zhaubasar. Chicken. ©istockphoto.com/Zarnell. Egg. ©istockphoto.com/kgfoto. Connect to cloud. ©istockphoto.com/PW.

Section 8

Abraham Lincoln. Public domain. Victory Job poster. Public domain. Starry sky. ©istockphoto.com/SDenisov. White pawn. ©istockphoto.com/07_av. Bottles. ©Pixabay/geralt. We Can Do It! poster. Public domain.

Section 9

Migrant Mother. Library of Congress, Prints & Photographs Division, LC-DIG-fsa-8b29516. Percy Bysshe Shelley. Public domain. The Tell-Tale Heart. Public domain. Helios. NASA. John F. Kennedy. Public domain. Buffalo soldiers. Public domain. Penrod. Public domain.

Section 10

Elizabeth Cady Stanton. Library of Congress, Prints & Photographs Division, LC-DIG-highsm-16761. Endeavour. NASA. Kul Sign Festival. https://creativecommons.org/licenses/by-sa/3.0/deed.en. Stamp. ©istockphoto.com/TonyBaggett. In the garden. Public domain.

Tools

Sticky note. ©istockphoto.com/mickeyd_600. Beetle. ©istockphoto.com/ankimo. Augustus Bevilacqua. Public domain. Statue. ©istockphoto.com/Csondy. Tilted Arc. Public domain. The Gates at Central Park. ©freeimages/dpawelec. The Gates. https://creativecommons.org/licenses/by/3.0/deed.en. Cloud Gate. ©freeimages/YelloShine. James Monroe. Public domain. Rabindranath Tagore. Public domain. Test tubes. ©istockphoto.com/Frank Peters. Petri dish. ©istockphoto.com/malerapaso. Auto service. ©istockphoto.com/Terry J Alcorn. Homeless woman. ©istockphoto.com/AvailableLight. Tape. ©istockphoto.com/LICreate. Internet graph. Statista. Shoes. ©istockphoto.com/zhaubasar.

Handy Pages

Startrails. ©Pixabay/MartinStr. Gettysburg Address. Public domain. Helios. NASA. Matthew Henson. Public domain. Sun. NASA. Keyboard. ©istockphoto.com. Chicago. ©Pixabay/BriBra. Aan de Zuidpool. Public domain. The Scream. Public domain. Riverboats. Public domain. Cow. ©istockphoto.com/Michal Krakowiak. DNA. ©istockphoto.com/Svisio. Oil well. ©istockphoto.com/doranjclark. Uncle Tom and Little Eva. Public domain. Augustus Bevilacqua. Public domain. Declaration of Independence. Public domain. Cloud Gate. ©freeimages/YelloShine. Tilted Arc. Public domain. The Gates at Central Park. ©freeimages/dpawelec. The Gates. https://creativecommons.org/licenses/by/3.0/deed.en.

Assessments

Photo credits for the assessments are found online at www.stepuptowriting.com.

Posters

U.S. Capitol. Public domain.

The Importance of Foundational Writing Skills Sentences serve as an important foundation for all types of writing—informative/explanatory, argument, and narrative. Only with well-crafted, logically organized sentences can students produce effective paragraphs.

In addition to sentence and paragraph writing, there are other critical foundational elements of writing. Students need to learn how to approach writing by understanding the three types of writing and their distinguishing characteristics, the steps of the writing process, the vital roles that audience and purpose play in all writing, the use of standard English conventions, how to collaborate with others on a writing project, and how to publish using technology.

Teaching Foundational Writing Skills Practice in foundational writing skills can be incorporated into every writing assignment. However, students do not need to write a complete composition to practice or strengthen skills. Focusing on a single step or skill, such as brainstorming, creating sentence variety, elaborating in a paragraph, or exploring variations in standard English grammar and usage, gives students concentrated practice with skills that they can then more easily apply to longer writing assignments.

When teaching foundational writing skills:• Provide adequate models of all steps of the writing processes. • Tell students what good writers do, and show students what good writing is. • Model using technology and foster students’ use of technology to produce writing.• Develop students’ in-depth understanding of standard English grammar and usage.

Ongoing Practice in Foundational Skills

Step Up to Writing students grow as writers when practice in foundational writing skills is incorporated into every writing assignment. Strategies in Section 2 can be used with strategies in Sections 4, 5, and 6 to ensure that students follow the steps of the writing process and apply solid sentence and paragraph writing skills to every type of writing.

SECTION INTRODUCTIONFoundational Writing Skills2

2


SECTIONINTRODUCTION (continued)

Foundational Writing Skills2


DifferentiationSee the Differentiation box in each strategy for suggestions on modifying instruction to support students with diverse needs, readiness levels, and/or learning styles.

Progress Monitoring and Formal AssessmentSee the Progress Monitoring subsection for Section 2 (page 150) for a strategy and Tools that support neat paper rules and writing effective sentences.

See the Step Up to Writing Assessment and Implementation Guide for materials to conduct baseline and summative assessments to help evaluate student proficiency with informative/explanatory, argument, and narrative writing.

Developing Masterful SentencesThe following list provides a possible scaffolded sequence for teaching sentence mastery. Strategies should be selected and taught in an order that best serves students’ needs and abilities.

Scaffolded Strategy Sequence Sentence Writing Focus

T2-13 Recognizing Fragments, Run-Ons, and Complete SentencesT2-14 Parts of a Sentence: Subject and Predicate

Correct Sentences

T2-16 Sentence Kinds and StructuresT2-17 Sentence Variety

Sentence Structures and Variety

T2-15 Better SentencesT2-18 Choosing Precise and Concise Language

Improving Sentences

Writing Perfect Paragraphs The following list provides a possible scaffolded sequence for teaching paragraph writing.

Scaffolded Strategy Sequence Sentence Writing Focus

T2-19 Planning Paragraphs with Informal Outlines Planning

T2-20 Topic Sentences Topic Sentences

T2-21 Accordion Paragraphs Building Paragraphs

T2-22 Using Transitions EffectivelyT2-23 Learning about ElaborationT2-24 Connecting the Conclusion to the Topic

Transitions, Elaboration, and Conclusions

T2-25 Writing Cohesive ParagraphsT2-26 Analyzing a Paragraph

Improving Paragraphs

SECTION SECTION 2


Meeting Rigorous 9–12 StandardsCommon Core State Standards for English Language ArtsEvery strategy in Step Up to Writing aligns with specific Common Core State Standards for English Language Arts (CCSS ELA). The CCSS ELA box at the beginning of each strategy lists the reading, writing, speaking and listening, and language standards that the strategy supports. Strategies for Section 2 focus on the following College and Career Anchor Standards for Writing and Language.

Anchor Standards for WritingProduction and Distribution of Writing4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task

purpose, and audience. 5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6 Use technology, including the Internet, to produce and publish writing and to collaborate with others. Research to Build and Present Knowledge8 Gather relevant information from multiple print and digital resources, assess the credibility and accuracy of

each source, and integrate the information while avoiding plagiarism. Anchor Standards for LanguageConventions of Standard English1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

when writing. Knowledge of Language3 Apply knowledge of language to understand how language functions in different contexts, to make effective

choices for meaning or style, and to comprehend more fully when reading or listening.

For alignment of the Common Core State Standards for English Language Arts, Texas Essential Knowledge and Skills (TEKS), and other state standards to Step Up to Writing strategies, see www.stepuptowriting.com.

Literacy in History/Social Studies, Science, and Technical SubjectsSection 2 strategies can also be used to meet the reading and writing Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects. To meet these standards, assign reading and writing topics that are discipline specific.

CCSS ELA Key

RL = Reading LiteratureRI = Reading Informational TextW = Writing

S/L = Speaking and ListeningL = Language

SECTION Foundational Writing Skills2CONTENTS


Introduction to Writing

T2-1 Introducing Three Types of Writing . . . . . . 68T2-2 Prompts for Three Types of Writing . . . . . . 70T2-3 The Writing Process . . . . . . . . . . . . . . . . . . . . 72T2-4 Prewriting: Brainstorming . . . . . . . . . . . . . . . 73T2-5 Considering Purpose and Audience . . . . . . . 75T2-6 Recognizing the Traits of Effective Writing . . . . . . . . . . . . . . . . . . . . . . . 77T2-7 Collaborative Writing . . . . . . . . . . . . . . . . . . . 79T2-8 Using Technology to Write and Collaborate . . . . . . . . . . . . . . . . . . . . . . . . 82T2-9 Using Technology to Produce and Distribute Writing . . . . . . . . . . . . . . . . . . . . . 84T2-10 Reinforcing Keyboarding and Computer Skills . . . . . . . . . . . . . . . . . . . . 86T2-11 Exploring Standard English and Variations . . . . . . . . . . . . . . . . . . . . . . . . . 88T2-12 Proofreading and Final Copy . . . . . . . . . . . . 90

Masterful Sentences

T2-13 Recognizing Fragments, Run-Ons, and Complete Sentences . . . . . . . . . . . . . . . . . . . . 93T2-14 Parts of a Sentence: Subject and Predicate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95T2-15 Better Sentences . . . . . . . . . . . . . . . . . . . . . . . 97T2-16 Sentence Kinds and Structures . . . . . . . . . . . 98T2-17 Sentence Variety . . . . . . . . . . . . . . . . . . . . . . 100T2-18 Choosing Precise and Concise Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Perfect Paragraphs

T2-19 Planning Paragraphs with Informal Outlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106T2-20 Topic Sentences . . . . . . . . . . . . . . . . . . . . . . . 108T2-21 Accordion Paragraphs . . . . . . . . . . . . . . . . . 109T2-22 Using Transitions Effectively . . . . . . . . . . . 111

T2-23 Learning about Elaboration . . . . . . . . . . . . . 113T2-24 Connecting the Conclusion to the Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114T2-25 Writing Cohesive Paragraphs . . . . . . . . . . . 116T2-26 Analyzing a Paragraph . . . . . . . . . . . . . . . . . 118

Conventions of Standard English

T2-27 Recognizing Parts of Speech . . . . . . . . . . . . 121T2-28 Using Pronouns Correctly . . . . . . . . . . . . . . 123T2-29 Using Phrases . . . . . . . . . . . . . . . . . . . . . . . . 125T2-30 Using Clauses . . . . . . . . . . . . . . . . . . . . . . . . 127T2-31 Avoiding Misplaced and Dangling Modifiers . . . . . . . . . . . . . . . . . . . . 129T2-32 Using Verbals . . . . . . . . . . . . . . . . . . . . . . . . 131T2-33 Avoiding Shifts in Verb Moods and Point of View . . . . . . . . . . . . . . . . . . . . . . . . . 133T2-34 Using Parallel Structure . . . . . . . . . . . . . . . . 135T2-35 Varying Syntax for Effect . . . . . . . . . . . . . . . 137T2-36 Formatting Quotations and Paraphrases . . . . . . . . . . . . . . . . . . . . . . 138T2-37 Using Commas and Apostrophes . . . . . . . . 142T2-38 Using Colons, Semicolons, and Dashes . . . . . . . . . . . . . . . . . . . . . . . . . . . 144T2-39 Using Parentheses, Brackets, and Ellipses . . . . . . . . . . . . . . . . . . . . . . . . . . 146T2-40 Using Spelling Strategies . . . . . . . . . . . . . . . 147

Progress Monitoring

T2-41 Informative/Explanatory Paragraph Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . 151

For Step Up to Writing Teacher Resources, see www.stepuptowriting.com.

Choose the strategies that best meet the needs of your students.

SECTION Foundational Writing Skills


2Introduction to Writing

9. As a class, examine each of the writing samples and have the groups share their analysis of each text. The students should identify the samples as the following:

• Sample 1: Argument• Sample 2: Nonfiction Narrative• Sample 3: Informative/Explanatory• Sample 4: Imaginative Narrative

Note: You may wish to point out that the argument, nonfiction narrative, and informative/explanatory examples all include a Works Cited list. Whenever students write in these types, they should cite the sources they use.

Differentiation: Introducing Three Types of Writing

If students need more practice, have them identify types of writing as they encounter new texts in different subject areas, or collect additional texts for students to classify.

Before Class 1. Make a display copy and student copies of Tool T2-2a.

During Class 2. Remind students that a writing prompt gives directions for an assignment. Explain

that writing prompts can be general or specific, but they usually direct students to perform a particular type of writing. Sometimes the type of writing will be directly stated; sometimes students must figure out the type of writing based on key words in the prompt.

Tool T2-1i

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-1i Foundational Writing Skills


Name: _______________________________________ Date: ________________

Types of Writing: Sample 4 (continued)

“Show us . . .” Stargal started to say, but the stranger was already working. It wasn’t so

much that he painted with his hands, but like he was revealing what was already there—

figures hidden in the wall’s surface: A guy in profile looking like he was about to throw

a rock, but instead of a rock he held a bouquet; a robed skeleton ferrying a boat of happy

people wearing party hats.

“Charon guiding souls across the River Styx?” Stargal ventured.

The painter seemed to hesitate, then gave a little bow. He raised his arms and the images

faded, the paint seeming to disappear into his hands.

“Those were so cool!” Stargal exclaimed. “Why erase them?”

“All art is ephemeral,” he said, then paused. “Look it up.”

My mind whirred. “Ephemeral,” I answered. “Temporary, fleeting, brief.”

“Well, well,” he said, and somewhere inside his hood, I could make out two eyes, glowing

like fireflies. “Talent is dear, but a love of knowledge is rare indeed.”

Stargal then said what we both were thinking. “Will you teach us?”

He turned toward the concrete, shaking his head. “Only the wall can teach you,” he said.

Then he took two steps and vanished into the wall, swallowed by its gray surface as if he’d

fallen into oatmeal.

Stargal and I turned to each other, checking our reality. Then we heard the muted sound

of spray paint and looked back at where he had disappeared.

THE WALL WILL TEACH YOU appeared letter by letter, word by word. A moment

passed, then there was another PSSSH.

BEGIN, it read.

Tools T2-1h and T2-1i

Tool T2-1h

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-1h Foundational Writing Skills


Name: _______________________________________ Date: ________________

Types of Writing: Sample 4The Wall

The light was almost gone from the sky when Stargal raised her can of gloss black

spray paint. PSSSSSSSSSH! PSSH! PSSH! With quick sweeps of her arm she drew her new

signature, her tag: a five-pointed star with a winking eye and earrings. I switched on my

headlamp and raised my own can to practice the tag for my new nickname, Moonboy. We

had just discovered the space under a bridge along the banks of the river. We scrambled

down the embankment to find a completely blank canvas of gray concrete, a rarity in the

neighborhood.

And then a voice behind us said, “Hey.”

I’m glad no one was there to record Stargal and me dropping our cans, yelping, leaping

straight up, pirouetting, and returning to Earth to find ourselves staring wide-eyed at the

silhouette of a stranger. Our headlamps lit up paint-speckled jeans and a matching hooded

sweatshirt. The hood hid the face.

“Who . . .? How . . .? Where . . .?” I stammered.

“Relax,” the voice said calmly. “This is where I practice my art, too.” It was a male voice,

somewhat hoarse with a hint of a British accent. It sounded odd though, like he was talking

through a drainpipe.

I looked back at the wall, marked only by what Stargal had just painted. “Uh, practice?” I

asked.

We scrambled back as he stepped between us. “Nice tag, Stargal,” he said. Then he raised

a hand in a black glove and passed it over the fresh paint. Stargal’s art flew off the wall as if

it were being vacuumed into his hand. The hood tilted toward me. “Is this what you had in

mind, Moonboy?” There was a smile in the voice. He held out his hand and in fluid motions

drew a round, clumsy head with stick arms and legs, exactly what I’d envisioned for my tag.

A moment later, he removed it with a sweep of his hand just like he’d removed Stargal’s.

(continued)

Prompts for Three Types of Writing T2-2

Objective CCSS ELA

Students learn to recognize prompts for each type of writing: informative/explanatory, argument, and narrative. Students identify key words that point to the purpose, format, and topic of the writing.

Grades 9–10 W 4; S/L 1

Grades 11–12 W 4; S/L 1

Tool T2-2a

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©2016 Voyag

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Prompts for Three Types of WritingDirections: Examine the prompts and identify key words about the topic, purpose, format, and audience.

Informative/Explanatory ArgumentNarrative

Imaginative Narrative Nonfiction Narrative

• Research a new type of technology and write a report explaining how it works and its limitations.

• Read The Declaration of Independence and Patrick Henry’s speech to the Second Virginia Convention (“Give me liberty, or give me death”). In a short essay, explain how these two sources describe the relationship between the colonists and the government of Great Britain.

• Watch the video of Martin Luther King Jr.’s speech “I’ve Been to the Mountaintop.” Then read a newspaper report or review of the speech. Compare and contrast the content of the speech with how it is represented in the secondary source. Explore potential reasons for any differences.

• Some educators have proposed extending high school to five years to give students more time to meet expectations while others argue this would increase dropout rates as students lose interest in school. Write an essay that supports one of these opinions or presents a different view on the topic.

• Some educators argue that letter or number grades should be abolished and replaced with a Pass/Fail system. Write a letter to your school newspaper, arguing for or against replacing grades with a Pass/Fail system.

• Freedom of speech is protected by the U.S. Constitution. However, there are exceptions to this protection. Write an essay arguing whether or not the government should restrict freedom of speech in any way.

• Choose a short story you read for class. Write a narrative that describes the major events in the story from the point of view of a different character.

• Choose a photograph from a magazine, a newspaper, or the Internet. Write an imaginative narrative about the person(s) and/or event in the photograph.

• Choose an object in your classroom or home, for example, a set of keys, a pair of shoes, or a map. Write a story in which that object plays a central role in the plot.

• Research a historical figure you admire. Based on your research, write a nonfiction narrative about that person, focusing on an important time period or event in his or her life.

• Write a nonfiction narrative about a significant event that changed the course of someone’s life—a friend, family member, or historical figure.

• Research an important invention in history. Write a nonfiction narrative describing the events surrounding this invention.

Informative/Explanatory ArgumentNarrative

Imaginative Narrative Nonfiction Narrative

• Research a new type of technology and write a report explaining how it works and its limitations.

• Read The Declaration of Independence and Patrick Henry’s speech to the Second Virginia Convention (“Give me liberty, or give me death”). In a short essay, explain how these two sources describe the relationship between the colonists and the government of Great Britain.

• Watch the video of Martin Luther King Jr.’s speech “I’ve Been to the Mountaintop.” Then read a newspaper report or review of the speech. Compare and contrast the content of the speech with how it is represented in the secondary source. Explore potential reasons for any differences.

• Some educators have proposed extending high school to five years to give students more time to meet expectations while others argue this would increase dropout rates as students lose interest in school. Write an essay that supports one of these opinions or presents a different view on the topic.

• Some educators argue that letter or number grades should be abolished and replaced with a Pass/Fail system. Write a letter to your school newspaper, arguing for or against replacing grades with a Pass/Fail system.

• Freedom of speech is protected by the U.S. Constitution. However, there are exceptions to this protection. Write an essay arguing whether or not the government should restrict freedom of speech in any way.

• Choose a short story you read for class. Write a narrative that describes the major events in the story from the point of view of a different character.

• Choose a photograph from a magazine, a newspaper, or the Internet. Write an imaginative narrative about the person(s) and/or event in the photograph.

• Choose an object in your classroom or home, for example, a set of keys, a pair of shoes, or a map. Write a story in which that object plays a central role in the plot.

• Research a historical figure you admire. Based on your research, write a nonfiction narrative about that person, focusing on an important time period or event in his or her life.

• Write a nonfiction narrative about a significant event that changed the course of someone’s life—a friend, family member, or historical figure.

• Research an important invention in history. Write a nonfiction narrative describing the events surrounding this invention.

SECTION


SECTION 2 3. Display and distribute Tool T2-2a. Choose a few prompts on the Tool, and have

students identify words and clues about the following:• Topic: Underline key words that explain what the writing should be about.• Purpose: Circle verbs that explain the goal of the writing, such as describe,

explain, propose, defend, or narrate.

Note: Ensure that students understand that when the prompt uses verbs that indicate they should write an argument, they should take a side and clearly state their position. They should only explore both sides of an issue equally if the prompt explicitly asks for that.

• Format: Underline words that signal what the structure of the writing should be, such as essay, editorial, critique, letter, narrative, or story.

• Audience: Underline key words that signal whether there is a specific audience, such as your community, a senator, a peer.

4. Remind students that prompts will not always have explicit directions about the format and audience. Sometimes they will need to infer (e.g., if the prompt asks them to compare and contrast, the assignment implies an essay or report—not a narrative).

5. Have students independently read the remaining prompts on Tool T2-2a, circling verbs that explain the goal of the writing and underlining words and phrases that give direction about topic, format, and audience.

6. Review answers as a class. Discuss which prompts on Tool T2-2a require an introduction, body, and conclusion and which require a beginning, middle, and end. (See also strategy T2-1 Introducing Three Types of Writing, or refer to Tool T2-1a, which identifies these structures.)

7. Discuss how students would use the words they marked to brainstorm and plan their writing. (For example, if the prompt is to compare and contrast, they should use their key words to set up a Venn diagram or chart to make notes about similarities and differences. If the prompt is for an argument, students should identify the two opposing views and brainstorm ideas for both sides of the issue before writing.)

8. If desired, present students with additional prompts from the Step Up to Writing website (at www.stepuptowriting.com).

Differentiation: Prompts for Three Types of Writing

If students struggle with analyzing writing prompts, have them convert a specific writing prompt into a topic sentence. Or, have students create writing prompts from text they encounter in class. Ask, “What would be the prompt that ‘prompted’ the writer to write this piece?”If students easily analyze writing prompts, challenge them to create their own writing prompts for writing assignments in an area of interest.




Before Class 1. Make display copies of Tool T2-3a and Tool T2-3b. (Student copies

are optional.) 2. Make a copy of Tool T2-3c and cut apart the eight sections so that you

have eight slips of paper to distribute to student groups.

During Class 3. Remind students that the writing process includes specific steps that

writers follow to move from general ideas to finished, well-written pieces. Writers use the same steps for all types of writing: reports, essays, stories, blog posts, research reports, etc.

4. Display Tool T2-3a. Read the steps aloud.• Point out the circular arrows in the middle of the Tool. Remind

students that writing is a process and that writers often draft, revise, and edit multiple times.

5. Display Tool T2-3b. Read each step. Underline or highlight important words to help students remember what happens at each stage.

• Emphasize that during prewriting, writers may sometimes need to change, broaden, or narrow their topic if they cannot find sufficient information during research.

• Remind students that although they may be tempted to finish writing as quickly as possible, it is worth their time to draft and revise several times, especially when they receive feedback from peers or the teacher. It is also important to proofread in order to catch small, unintentional errors.

• When reviewing the edit step, remind students that they may not be able to memorize all the grammar rules. Remind them that writers frequently consult usage manuals, dictionaries, and other reference materials to ensure their writing is correct.

Note: The subsection Conventions of Standard English includes numerous strategies that can help students master grammar and usage rules.

The Writing Process T2-3

Objective CCSS ELA

Students develop a deeper understanding of each step in the writing process.

Grades 9–10 W 4, 5; S/L 1

Grades 11–12 W 4, 5; S/L 1

Tool T2-3a

Tool T2-3a



Name: _______________________________________ Date: ________________

1. Prewrite

2. Plan

3. Draft

4. Revise

5. Edit

6. Write final copy

7. Proofread


The Writing Process for Step Up to Writing

Tool T2-3b

Tool T2-3b

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-3b Foundational Writing Skills


Name: _______________________________________ Date: ________________

The Steps of the Writing Process

1. Prewrite • Prewriting is the time to think about or learn about a topic. • Time for prewriting may be brief (such as during a timed writing assessment) or might involve

weeks of in-depth research.• Prewriting may include developing a research question, gathering a variety of sources on your

topic, and evaluating the validity and credibility of each source.

2. Plan • Planning means organizing all your ideas logically. • You can organize your ideas using informal outlines and quick sketches. • Planning saves time and avoids frustration later in the writing process. • Your plan should be used to guide your writing. (However, you may add, delete, and change

parts of your plan as you begin writing.)

3. Draft • A draft is a complete copy of a writing assignment. • Most writers create several drafts. The number of drafts depends on the assignment and the

time available. • Sometimes your first draft is your only draft (e.g., an essay on a timed test). Other times you

will have several opportunities to draft, revise, and edit.

4. Revise • Revising means changing and reworking the ideas in your writing.• Revising involves reordering words, sentences, and paragraphs. It also means adding or

eliminating information.• When revising, ask yourself: Does the text make sense? Is my information accurate? Will the

reader understand what I have written? Do the words, sentences, and/or paragraphs flow? Are the sentences detailed and descriptive?

• You may also have peers or your teacher review your work as you revise.

5. Edit • Editing is a chance to catch mistakes.• CUPS can help you to remember what it means to edit your paper: check for mistakes in

Capitalization, Usage, Punctuation, and Spelling. (Usage means that you have correctly used words, phrases, and sentences.)

• When editing, ask yourself: Are all sentences complete? Have I used punctuation properly? Do sentences use parallel structure? Are words spelled correctly?

• Peers and/or your teacher can also suggest edits.

6. Write final copy

• Your final copy is the time to shine! It’s important to turn in a neat, error-free copy. If you have taken the drafting, revising, and editing steps in the writing process seriously, this should be easy.

• You should use the appropriate format, including margins, fonts, citations, and formatting. Be sure your graphics are formatted correctly and placed in appropriate places.

7. Proofread • Proofreading means reviewing your final copy carefully for small errors (e.g., spacing, repeated words, spelling mistakes, forgetting to dot an i if handwriting).


• You should look for ways to share your writing with authentic/real-life audiences (e.g., presentations, school newspapers, writing contests, websites, blogs).

• It’s important to make sure to protect your safety and privacy when it comes to online sharing. Follow school rules for using social media and always ask a teacher for guidance.

Tool T2-3c

Tool T2-3c

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-3c Foundational Writing Skills


Name: _______________________________________ Date: ________________

Identifying the Steps of the Writing Process

1. You are part of a small group working on a research project. Today, the group is deciding, based on the research, what the sections of the report will be in order to assign each member one section. What step have you reached?

Step of the Writing Process?

2. Alexandria spent all weekend working on her essay. Even though she feels good about it, and even though it looks clean and ready to hand in, she knows that she might have made small mistakes as she typed the final copy. She reviews her work one last time. Maria is at which step in the writing process?


3. Hiro knows that he struggles to use colons and semicolons correctly. At this step in his writing process, he is going to pay particular attention to correcting his punctuation. Which step of the writing process has Hiro reached?


4. You just finished one more step in the writing process as you develop your biographical sketch of Marie Curie. During this step, you noticed that some of the events in her life appeared out of order, and you had forgotten to include her early education. You moved parts around and added information to improve the structure and flow. Which step did you just complete?


5. The night before his paper is due, Orlando reviews his teacher’s formatting requirements and formats his paper using correct margins, spacing, and page numbers. Orlando has reached which step in the writing process?


6. In Mr. Kim’s English class, every student creates a webpage where they can post a collection of their assignments. This serves as their digital writing portfolio. Which step of the writing process does this represent?


7. Your assignment is to write a report about an important political figure during World War II. You know that Eleanor Roosevelt was active during that time, but you do not have many specific examples of what she did. You begin finding credible online sources about her life and accomplishments. Which step have you just begun?


8. On a science exam, you have been asked to write a short response that explains the benefits of wetlands. Based on your outline, you write a topic sentence. You explain the first benefit in the first paragraph. You are about to begin your second paragraph about the other major benefit. You are in the midst of which step?


1. You are part of a small group working on a research project. Today, the group is deciding, based on the research, what the sections of the report will be in order to assign each member one section. What step have you reached?

2. Plan

2. Alexandria spent all weekend working on her essay. Even though she feels good about it, and even though it looks clean and ready to hand in, she knows that she might have made small mistakes as she typed the final copy. She reviews her work one last time. Maria is at which step in the writing process?

7. Proofread

3. Hiro knows that he struggles to use colons and semicolons correctly. At this step in his writing process, he is going to pay particular attention to correcting his punctuation. Which step of the writing process has Hiro reached?

5. Edit

4. You just finished one more step in the writing process as you develop your biographical sketch of Marie Curie. During this step, you noticed that some of the events in her life appeared out of order, and you had forgotten to include her early education. You moved parts around and added information to improve the structure and flow. Which step did you just complete?

4. Revise

5. The night before his paper is due, Orlando reviews his teacher’s formatting requirements and formats his paper using correct margins, spacing, and page numbers. Orlando has reached which step in the writing process?

6. Write final copy

6. In Mr. Kim’s English class, every student creates a webpage where they can post a collection of their assignments. This serves as their digital writing portfolio. Which step of the writing process does this represent?


7. Your assignment is to write a report about an important political figure during World War II. You know that Eleanor Roosevelt was active during that time, but you do not have many specific examples of what she did. You begin finding credible online sources about her life and accomplishments. Which step have you just begun?

1. Prewrite

8. On a science exam, you have been asked to write a short response that explains the benefits of wetlands. Based on your outline, you write a topic sentence. You explain the first benefit in the first paragraph. You are about to begin your second paragraph about the other major benefit. You are in the midst of which step?

3. Draft

SECTION


SECTION 2 6. Display Tool T2-3a again. (Or, if students need more support, leave Tool T2-3b on

display.) 7. Distribute the cut-apart strips of Tool T2-3c to groups of students. Have students

work with their group to read the scenario and identify which step of the writing process it represents.

8. Have group members read their scenario to the class, share their answer, and justify their choice. (An answer key is available at www.stepuptowriting.com.)

Differentiation: The Writing Process

If students need more guidance and structure as they complete a writing assignment (especially an extended assignment), encourage them to create a checklist of the tasks they need to accomplish at each step of the writing process, and have them check off each item as they complete it.

Before Class 1. Make a display copy of Tool T2-4a. (Student copies are optional.) 2. Select a discipline-specific essay topic to brainstorm during instruction.

During Class 3. Briefly review the steps of the writing process (prewrite, plan, draft, revise, edit,

write final copy, proofread, and share and/or publish; see strategy T2-3 The Writing Process). Remind students that prewriting is getting ready to write, such as by thinking about or discussing the topic or collecting ideas.

4. Point out that brainstorming is part of the prewriting step. Remind students that brainstorming is producing or capturing as many ideas as possible without sorting or judging them. Emphasize that the most effective brainstorming is truly a free and nonjudgmental flow of ideas. Only later do writers evaluate the results of brainstorming, organize ideas, and move toward the plan step.

Prewriting: Brainstorming T2-4

Objective CCSS ELA

Students learn foundational prewriting skills to use before developing an outline. Students understand how brainstorming supports comprehensive idea-gathering as well as the initial development of structure.

Grades 9–10 W 4, 5; S/L 1

Grades 11–12 W 4, 5; S/L 1

Tool T2-4a

Tool T2-4a



Name: _______________________________________ Date: ________________

Graphic Organizers that Support Brainstorming

Classification Map

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Text Structure: Classification

Topic

Category 1 Category 2 Category 3

Venn Diagram

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Text Structure: Compare/Contrast(Venn Diagram)

___________________________ ___________________________

Tool T1-28b

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T1-28b Writing to Improve Reading Comprehension


Name: _______________________________________ Date: ________________

Text Structure: Cause/Effect

Summarize or Describe the Effect(s)

Explain the Cause(s)

Topic =

Cause/Effect Diagram

Tool T1-28h

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T1-28h Writing to Improve Reading Comprehension


Name: _______________________________________ Date: ________________

Text Structure: Sequence

Topic = 1. 2.

3.

6. 5. 4.

7.

8.

Finished!

Sequence Diagram

Tool T1-28g

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T1-28g Writing to Improve Reading Comprehension


Name: _______________________________________ Date: ________________

Text Structure: Problem/SolutionTopic =

Problem Solution Results

Problem/Solution Organizer

Tool T1-28e

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T1-28e Writing to Improve Reading Comprehension


Name: _______________________________________ Date: ________________

Text Structure: Compare/ContrastTopic =

Characteristic/AttributeFirst Person, Place,

or Idea

��

Second Person, Place, or Idea

��

1.

2.

3.

4.

5.

Compare/Contrast Table

Tool T1-18a



Name: _______________________________________ Date: ________________

Mapping and Webbing

Directions: Use the following graphics to organize notes. Draw large versions on notebook paper and fill in your notes, or sketch small versions of the graphics into the right column of your two-column notes.

Bubble Webs

SECTION


SECTION 2

Before Class 1. Make display and student copies of Tool T2-6a and Tool T2-6b.

During Class 2. Remind students that all effective writing has certain qualities or

traits. Knowing what those traits are helps writers develop their writing successfully.

3. Display and distribute Tool T2-6a. Discuss the headings and content.• Acquaint students with the four categories of traits in the

first column of the chart. Talk briefly about what each of the categories means in light of students’ experience.

• Examine the questions that identify traits in each category.• Explain that these categories and traits align with those that

appear on the revision checklists and scoring guides used in Step Up to Writing.

4. Display and distribute Tool T2-6b. Read the first prompt and paragraph. Evaluate “Paragraph 1” for traits of effective writing.

• Identify the type of writing (argument) and the likely audience. This information plays a vital role in some of the questions on Tool T2-6a. (For support on the types of writing, see strategy T2-1 Introducing Three Types of Writing.)

• Model using the questions on Tool T2-6a to evaluate the paragraph.• Mark up the text, such as writing notes in the margin, drawing arrows to

suggest reorganization, circling effective words or phrases, or underlining words or phrases that need improvement. Have students do likewise.

• Gradually release responsibility to students for answering the questions and giving suggestions about what to mark.

• Use the following considerations to supplement conversation: Paragraph 1 (argument)

− Clear topic; no claim stated in introduction (claim stated in conclusion)

Recognizing the Traits of Effective Writing T2-6

Objective CCSS ELA

Students learn about the traits of effective writing and practice evaluating writing using questions related to the traits.

Grades 9–10 W 4, 5; S/L 1

Grades 11–12 W 4, 5; S/L 1

Tool T2-6a

Tool T2-6a



Name: _______________________________________ Date: ________________

Understanding the Traits of Effective Writing

Directions: Use the questions provided for each trait to evaluate your own writing as well as the work of other writers.

Trait Questions to Ask

Org

aniz

atio

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• Does the beginning or introduction set a clear purpose for the writing?

• Are ideas ordered logically, so that they build to a whole?

• Do varied transitional words and phrases connect ideas and clarify their relationships?

• Does the structure of the writing fit the writing type? − Informative/explanatory: introduction, body, and conclusion − Argument: introduction with claim, body, and conclusion − Narrative: beginning, middle, and end*

Idea

s/

Co

nte

nt

• Does the piece fit the assignment and achieve its purpose?

• Is the content appropriate for the audience?

• Does the piece start and end in an interesting way?

• Are the important ideas fully developed with well-chosen details?

Lang

uage

/ S

tyle

• Are varied sentences used for effect, and do they enhance meaning?

• Are the voice, style, and tone appropriate for the purpose and audience?

• Are rich and precise vocabulary, figurative language, and/or sensory details used?

Co

nven

tio

ns/

C

UP

S

• Does the text contain any errors in CUPS (capitalization, usage, punctuation, spelling)?

• Are paragraphs properly formatted?

• Are any sources that are used properly cited?

*Personal narratives also have an introduction and a conclusion to capture the story’s message.

Tool T2-6b

Tool T2-6b

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-6b Foundational Writing Skills


Name: _______________________________________ Date: ________________

Evaluating Writing Using the Traits of Effective Writing

Paragraph 1

Prompt: Is graffiti vandalism or an art form? Provide detailed support for your claim.

Some people have proposed that graffiti should be considered an art form. I have definite opinions about this topic. One of the promblems with graffiti is that it damages someone else’s property. It’s irrelevant if the property is public or private. People who write graffiti deface trains, buildings, parks—basically, any place with a wall is fair game. If I owned a house and I found graffiti scrawled on my door, I would be furious and want the “artists” arrested. Graffiti is against the law. I do not think we should tolerate graffiti.

Paragraph 2

Prompt: Compare one element of culture across three to five world cultures, with detailed examples.

There are some fascinating customs around the world that you may be unfamiliar with. In China, you shouldn’t give people a clock as a gift because they associate this thing with death and funerals. They don’t like the number four either. In Egypt, it’s not a good idea to add salt on food someone else prepared for you. It makes them think that you didn’t appreciate the meal. You don’t want to appear rude! And its definitely not advisable to use your left hand to eat because this is considered unclean. In the Netherlands, people shun giving scissors or knives as presents because pointy, sharp gifts are believed to bring bad luck. Another interesting fact is that there’s no tooth fairy in Greece. Children throw their teeth onto the roof of their houses because people think it brings good luck. In Japan, they frown upon using chopsticks to play with or stab one’s food. They view this as a rude and improper use of chopsticks.

Paragraph 3

Prompt: Write a short biography of an important person from early U.S. history. Include important details and make the character come to life.

Tecumseh, a Shawnee, was born in 1768 in Ohio. As a young boy, Tecumseh wanted to become a warrior. When he was a teenager, he joined with Indians from other tribes. They believed that if the American Indians united, they would be better able to push back the settlers that were taking over their land. Tecumseh went on trips, finding other American Indians to fight back against the American government. In 1808, Tecumseh and his brother, who had become a prophet, established a new settlement for American Indians called Prophetstown. U.S. forces destroyed the settlement in 1811. Tecumseh was killed in battle in 1813.




− Answers prompt, though perhaps lacking detail (e.g., legal aspects of graffiti)

− Opposing claim mentioned in the introduction, not addressed in detail − Tone somewhat informal (e.g., I, fair game) − Good word choice (e.g., deface, scrawled, furious, tolerate) − Spelling error: promblems

5. Have students analyze the traits of effective writing for either “Paragraph 2” or “Paragraph 3” on Tool T2-6b.

• Discuss with the class the type of writing each prompt calls for, and the likely audience.

• Ask half of the class to evaluate “Paragraph 2” and the other half to evaluate “Paragraph 3.”

• Tell students to mark the text to reflect their evaluation, and to refer to it when explaining their evaluation.

6. When complete, discuss students’ evaluations of each paragraph on Tool T2-6b. • Have students share their answers to the questions on Tool T2-6a. • Ask students to refer back to the text and their markup to support their answers.• Use the following considerations to supplement conversation:

Paragraph 2 (informative/explanatory) − Introduction has clear topic; conclusion omitted − Lack of transitions; doesn’t build to a whole (e.g., no comparison words) − Addresses part of prompt: topic relates to cultures, but not “one element” − A number of sentences start with In [place] and They − Many detailed examples − Vague word: thing − Tone somewhat informal (e.g., exclamatory sentence, use of you [has limited use in this writing type with rare exceptions, such as instructions])

− Spelling error: its

Paragraph 3 (narrative) − Has a beginning, middle, and end; end is abrupt − Ideas flow, have transitions, and build to a whole − Good sentence variety; possible overreliance on Tecumseh as sentence subject − Lacks some detail (e.g., the role of the Confederacy, Tecumseh’s later years, detail that would bring Tecumseh “to life” per prompt)

− Some weak verbs (e.g., was, wanted, went, finding)

SECTION


SECTION 2 7. Remind students that they can use Tool T2-6a to develop effective writing in all

subject areas.

Differentiation: Recognizing the Traits of Effective Writing

If students struggle with assessing the many traits of effective writing on Tool T2-6a, have them evaluate just one category, such as organization, at a time. If students excel at recognizing and using the traits of effective writing, have them use Tool T2-6a to identify how mentor authors (of any writing type—informative/explanatory, argument, or narrative) accomplished the traits.If students need more practice identifying conventions errors, use one of these strategies (by text type): • T4-39 Editing Informative/Explanatory: CUPS • T5-30 Editing Arguments: CUPS • T6-31 Editing Narratives: CUPS

Before Class 1. Make display copies of Tool T2-7a and Tool T2-7c. (Student copies

are optional.) 2. Make a display copy and student copies of Tool T2-7b. 3. Make student copies of Tool T2-7d. 4. Select a writing prompt or assignment. The topic and task should:

• Encompass multiple possible perspectives, for practice with effective discussion and collaborative decision-making.

• Allow groups to develop a full-length essay or report.

Collaborative Writing T2-7

Objective CCSS ELA

Students learn strategies for collaborative writing and working toward a common writing goal. They learn to effectively plan, hold discussions, and divide up work in groups.

Grades 9–10 W 4, 5; S/L 1a–d

Grades 11–12 W 4, 5; S/L 1a–d

Tool T2-7a

Tool T2-7a



Name: _______________________________________ Date: ________________

Guidelines for CollaborationEstablish a common goal.

• Ensure that everyone understands that a common goal is perhaps the most important part of collaborative work. Even group members with divergent perspectives can achieve consensus on a specific goal and work toward it.

• Establish your overall goal for the project. Your goal should respond to the assigned prompt or task clearly and thoroughly, and take into account any scoring guides or other means by which the writing will be evaluated.

• Begin every work session by determining a goal for the session. It should align with your planned subtasks and due dates (which you may list on Tool T2-7d).

Discuss and interact respectfully.

• Encourage all members to speak, and listen attentively when they do (perhaps even take notes). Make sure everyone has about equal speaking time.

• Seek and consider different or creative ideas, or opposing viewpoints. • Respond by posing thoughtful questions that examine reasoning and evidence, ask for

verification, or challenge ideas. • Express your own ideas and position. When necessary, clarify and give evidence for your

position or conclusions. • As a group, synthesize what is said during discussions and meetings. Areas of remaining

disagreement may require more research and discussion. Try to come to consensus on decisions (possibly by voting, if needed).

Work effectively together.

• Fairly assign tasks and deadlines for each member for each step in the writing process (ideas for tasks for each step are on Tool T2-7b).

• Carefully consider and acknowledge input and effort from all members. • Come prepared to meetings and discussions, and complete your part of the work

conscientiously and on time. • Be willing to assist group members who need help, and ask for help when you need it.

Sometimes tasks are harder or take longer than first thought. • Use available technology to maximize efficiency. Document-sharing technology, for

example, can allow multiple people to review a draft at the same time. Technology can also enable you to present material using multimedia, such as slides.

SECTION INTRODUCTIONArgument Writing: Making a Claim5

5


The Importance of Argument Writing Argument writing states a claim on a subject or issue and supports that claim with valid reasoning and relevant and sufficient evidence. It may be similar in structure to informative/explanatory writing; both involve conveying and explaining information. However, argument writing goes beyond conveying information; it aims to convince a reader to accept a claim as accurate and valid, even in consideration of substantive opposing claims. An argument may also ask the reader to take some action based on the evidence it presents.

Argument writing can have a variety of forms and genres, including familiar academic writing, such as essays, interpretations of historical events, and literary analyses; and technical and workplace writing, such as proposals, critiques, editorials, and application essays. All argument writing requires a formal style and objective tone in addition to fact-based evidence, statistics, and/or quotations to support claims.

Teaching Argument WritingArgument writing is increasingly important as students progress through the grade levels.

When teaching argument writing skills:• Make certain that students understand how to develop a strong claim, based on valid

reasoning and sufficient and relevant evidence. • Support students in understanding how to address substantive opposing claims fairly

and objectively.• Help students distinguish various types of false reasoning from valid reasoning. • Encourage student to incorporate narrative elements into arguments, as appropriate.

The Special Place of Argument

Strategies in Section 5 assist Step Up to Writing students in learning the critical skills associated with writing sound arguments based on an analysis of substantive topics and texts. Making logical arguments supported by facts and evidence, which also address opposing claims fairly, is particularly reinforced.Rigorous literacy standards emphasize the importance of argument writing across content areas in order for students to attain college and career readiness.


Argument Writing: Making a Claim5



Craft and Style Use the Craft and Style tips and examples to show student writers how they can apply craft and create a particular style that is appropriate to the task, purpose, and audience. With these tips, writers can express themselves in grammatically correct ways while achieving a unique style suitable for a specific writing genre or type of text.

Progress Monitoring and Formal AssessmentSee the Progress Monitoring subsection for Section 5 (page 402) for a strategy and Tools that guide the evaluation of argument writing skills.

See the Step Up to Writing Assessment and Implementation Guide for materials to conduct baseline and summative assessments to help evaluate student proficiency with informative/explanatory, argument, and narrative writing.

Introducing Argument WritingBegin argument writing instruction with strategies that give students an overview of the text type and present the essential elements of argument writing. The following strategies lay the groundwork for further instruction in specific skills and strategies for writing argument essays and reports.

Step Up to Writing Strategies Reading Focus

T5-1 Establishing a ClaimT5-2 Color-Coding the Elements of Argument WritingT5-3 Elements of Argument Essays and Reports T5-4 Writing Argument Essays and Reports Step by Step

Elements of Argument Writing

Craft and Style:Formal and Objective

Tone in Argument Writing A topic sentence must be formal and present an argument using a fair and objective tone. Arguments are stronger and more convincing when they are presented formally and in a manner that does not offend readers who may not agree.

SECTION SECTION 5


Writing Argument Essays and ReportsThe following list provides a possible scaffolded sequence for teaching essay and report writing. Strategies should be selected and taught in an order that best serves students’ needs and abilities. See the Step Up to Writing Assessment and Implementation Guide for unit and lesson plans designed to meet the Common Core State Standards for English Language Arts for writing, language, and speaking and listening for grades 9–12. Additional support for research-based writing is provided in Section 7: Reseach Reports.

Step Up to Writing Strategies Essay and Report Writing Focus

T5-5 Prewriting for Argument WritingT5-7 Informal Outlines for Argument Essays and Reports

Planning

T5-8 Writing an Introduction to an ArgumentT5-9 Stating a Claim in a Topic Sentence or Thesis StatementT5-11 Introducing a Claim and Adding a Lead

Introductions

T5-18 Transitions in Argument WritingT5-20 Transition Topic Sentences in Argument Essays

and ReportsT5-21 Using Obvious and Subtle Transitions in Argument Writing

Transitions

T5-12 Avoiding False ReasoningT5-13 Elaboration—The E’s in Argument WritingT5-14 Selecting the Strongest Elaboration for Argument WritingT5-16 Adding Quotations and Paraphrases to Argument Writing

Elaboration and Evidence

T5-17 The Opposing Claims Addressing an Opposing Claim

T5-22 Supporting the Claim in a ConclusionT5-23 Writing Successful Conclusions for Arguments

Conclusion

T5-25 Revising Argument WritingT5-27 Using Formal Style and Objective Tone in

Argument Writing T5-30 Editing Arguments: CUPS

Revising/Editing


Argument Writing: Making a Claim5



Anchor Standards for WritingText Types and Purposes1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant

and sufficient evidence. Production and Distribution of Writing4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience. 5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Research to Build and Present Knowledge8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each

source, and integrate the information while avoiding plagiarism. 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.Anchor Standards for LanguageKnowledge of Language3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices

for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,

analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for

reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.


CCSS ELA Key




SECTION SECTION 5Argument Writing: Making a ClaimCONTENTS


Planning, Organization, and Structure

T5-1 Establishing a Claim . . . . . . . . . . . . . . . . . . . 321T5-2 Color-Coding the Elements of Argument Writing . . . . . . . . . . . . . . . . . . . . 323T5-3 Elements of Argument Essays and Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326T5-4 Writing Argument Essays and Reports Step by Step . . . . . . . . . . . . . . . . . . . . . . . . . . 328T5-5 Prewriting for Argument Writing . . . . . . . 330T5-6 Organization Challenge—Ordering Reasons and Evidence Logically . . . . . . . . . 332T5-7 Informal Outlines for Argument Essays and Reports . . . . . . . . . . . . . . . . . . . . . . . . . . 334

Introductions

T5-8 Writing an Introduction to an Argument . . . . . . . . . . . . . . . . . . . . . . . . . 338T5-9 Stating a Claim in a Topic Sentence or Thesis Statement . . . . . . . . . . . . . . . . . . . . . . 340T5-10 Adding a Plan Sentence to an Argument . . 341T5-11 Introducing a Claim and Adding a Lead . . 343

Developing the Topic/Elaboration

T5-12 Avoiding False Reasoning . . . . . . . . . . . . . . 347T5-13 Elaboration—The E’s in Argument Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348T5-14 Selecting the Strongest Elaboration for Argument Writing . . . . . . . . . . . . . . . . . . . . 350T5-15 Increasing Elaboration in Argument Essays and Reports . . . . . . . . . . . . . . . . . . . . 351T5-16 Adding Quotations and Paraphrases to Argument Writing . . . . . . . . . . . . . . . . . . . . 353T5-17 The Opposing Claims . . . . . . . . . . . . . . . . . . 355

Transitions

T5-18 Transitions in Argument Writing . . . . . . . . 358T5-19 Using a Variety of Transitions in Argument Writing . . . . . . . . . . . . . . . . . . . . 360T5-20 Transition Topic Sentences in Argument Essays and Reports . . . . . . . . . . . . . . . . . . . . 361

T5-21 Using Obvious and Subtle Transitions in Argument Writing . . . . . . . . . . . . . . . . . . 364

Conclusions

T5-22 Supporting the Claim in a Conclusion . . . . 367T5-23 Writing Successful Conclusions for Arguments . . . . . . . . . . . . . . . . . . . . . . . . 369T5-24 Practicing and Improving Argument Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . 370

Revising and Editing

T5-25 Revising Argument Writing . . . . . . . . . . . . 373T5-26 Peer Review and Revision in Argument Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375T5-27 Using Formal Style and Objective Tone in Argument Writing . . . . . . . . . . . . . . . . . . 377T5-28 Getting Caught in the Things Trap: Using Precise Words in Argument Writing . . . . . 379T5-29 Revising Verbs in Argument Writing . . . . 381T5-30 Editing Arguments: CUPS . . . . . . . . . . . . . . 383

Types of Argument Writing

T5-31 Argument Text Structure: Compare/Contrast . . . . . . . . . . . . . . . . . . . . 387T5-32 Argument Text Structure: Cause/Effect . . . 389T5-33 Argument Text Structure: Problem/Solution . . . . . . . . . . . . . . . . . . . . . 391T5-34 Writing a Critique . . . . . . . . . . . . . . . . . . . . 392T5-35 Interpreting Literature . . . . . . . . . . . . . . . . . 394T5-36 Persuasive Writing . . . . . . . . . . . . . . . . . . . . 396T5-37 Writing an Application Essay . . . . . . . . . . . 398T5-38 Writing a Proposal . . . . . . . . . . . . . . . . . . . . 400

Progress Monitoring

T5-39 Argument Essay and Report Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . 403



SECTION


SECTION 5

Before Class 1. Make display and student copies of Tool T5-1a and Tool T5-1b.

During Class 2. Tell students that the goal of argument writing is for a writer to

explain a position on an issue and then support that position with logical reasons and evidence in order to convince readers that the position is valid. Argument writing begins with an introduction that includes a claim, or the formal statement of one’s position on an issue.

3. Display and distribute Tool T5-1a. Discuss the tips for writing a strong claim. Make these points:

• A claim should be based on a significant issue that affects the larger world. A writer could write an argument essay claiming that people should spend more time making paper airplanes, but readers are not likely to think the topic is relevant to their lives.

• A claim should be debatable, meaning that there should be opposing views on the subject. A claim should not be a statement that is generally agreed upon or accepted as general knowledge or fact.

• Writers must be aware of their personal biases (unfair, unsupported, inaccurate beliefs) as they develop their claims. Writers should avoid expressing their own biases, and stick to claims that can be defended with elaboration and evidence. Avoiding bias and personal feelings can help maintain a fair and objective tone.

4. Analyze the first set of claims on Tool T5-1a as a class to determine which is stronger. 5. Have students work independently to analyze the strength of the remaining claims

on Tool T5-1a. • Discuss answers as a class, including students’ justification for why one claim

is stronger than another.

Establishing a Claim T5-1

Objective CCSS ELA

Students learn the characteristics of a strong claim for argument writing, including that it is debatable, can be supported with elaboration and evidence, and avoids personal bias.

Grades 9–10 W 1a, d; S/L 1d; L 6

Grades 11–12 W 1a, d; S/L 1d; L 6

Tool T5-1a

Tool T5-1a



Name: _______________________________________ Date: ________________

Developing a Strong ClaimA claim states your position on a significant, debatable issue. Use these tips to develop a claim: • Make sure the claim is debatable. (If no one would disagree, it is not a claim.) • Check that your claim can be supported with a variety of elaboration and evidence. • Avoid using “loaded” words (e.g., stupid, selfish) or stating personal feelings.

Directions: Read each set of claims. Using the tips, discuss which claim is stronger.

Prompt Claim A Claim B Which Claim Is Stronger? Why?Should the minimum age to open a credit card be raised from 18 to 21?










The National Highway Safety Administration reports 16-year-olds are 10 times more likely to be involved in a crash than drivers aged 30 to 59.


Prompt Claim A Claim B Which claim is stronger? Why?Should the minimum age to open a credit card be raised from 18 to 21?



• Claim A is stronger. It could be supported if the writer has evidence that young people with credit cards get into debt.

• Claim B is a personal opinion (and an exaggeration) that could not be supported by facts and evidence.




• Claim A is stronger. It could be supported if the writer has evidence that shows technology is impacting health and social skills.

• Claim B contains personal opinions (overly dependent and completely ineffective) that would be hard to prove with evidence.




• Claim A is a statement of fact, so it is not a claim.

• Claim B is stronger because it is an interpretation of theme (the author’s message or lesson) that could be supported if the writer has evidence from the text that gossip and mistrust overruled reason.


The National Highway Safety Administration reports 16 year olds are 10 times more likely to be involved in a crash than drivers aged 30 to 59.


• Claim A is not a claim because it is not debatable. It is a piece of evidence.

• Claim B is stronger. It could be supported with evidence that shows how young drivers are a public safety concern.

Tool T5-1b

Tool T5-1b



Name: _______________________________________ Date: ________________

Developing a Strong Claim (continued)

To develop a strong claim, a writer needs to think about the kinds of facts, evidence, data, and examples needed to support the claim. If the writer does not believe he or she will be able to find the needed information, it may be necessary to rewrite the claim.

Directions: Determine what elaboration and evidence would be needed to support each claim.

Claim Elaboration and Evidence Needed (e.g., Data, Statistics, Everyday Examples)

To help young people avoid the problems that come with debt, they should not be able to open a credit card until the age of 21.

• Data showing young people get into debt because of credit cards• Examples of how credit card debt hurts young people (e.g., What kinds of

problems does debt cause?)• Evidence that people don’t have as much debt if they open credit cards

later in life


More regulation is needed to stop the use of performance-enhancing drugs in professional sports because it hurts the health of athletes and hurts the professional teams these athletes play for.

It should be illegal for companies to use robots instead of humans to do jobs that affect the health and safety of Americans.

Developing a Strong Claim (continued)

To develop a strong claim, a writer needs to think about the kinds of facts, evidence, data, and examples needed to support the claim. If the writer does not believe he or she will be able to find the needed information, it may be necessary to rewrite the claim.

Directions: Determine what elaboration and evidence would be needed to support each claim.

• Data proving drivers younger than 18 are a danger to the public (speeding, crashes, injuries while driving, etc.)

• Evidence proving drivers older than 18 are safer (fewer crashes, injuries, deaths when driving)

• Possibly scientific studies showing that young teenagers take more risks, make worse decisions, etc.

• Examples of health problems caused by performance-enhancing drugs (maybe injuries, heart problems, death)

• Evidence that it hurts the reputations of professional sports teams (e.g., negative media coverage, decreased ticket sales, problems recruiting athletes)

• Exact information about what has already been done about the problem and why it is not enough

• Examples of jobs done by robots that affect health/safety (self-driving cars, robotic weapons, robotic nurses/doctors, etc.)

• For contrast, occupations where using robots doesn’t affect health/safety• Examples of how robots have been, or could be, dangerous or unreliable

in certain jobs • Examples that show why humans are better for these jobs



5Planning, Organization, and Structure

6. Display and distribute Tool T5-1b. Discuss the importance of thinking about the kinds of evidence and examples that would be needed to support a claim.

• Point out that after a writer has drafted a claim, he or she should determine what elaboration and evidence would be needed to support the claim. If the writer cannot think of substantial elaboration and evidence, it may be necessary to revise the claim.

• Read the first claim in the chart and the list of possible supporting evidence that would be needed to support it (e.g., data, statistics, examples from everyday life).

• Have students work in partners to complete the rest of the chart.• Discuss answers as a class.

7. Have students develop their own claim for a piece of argument writing. If applicable, provide them with a relevant topic or prompt.

Differentiation: Establishing a Claim

To help students see how a claim fits into the larger structure of argument writing, use strategy T5-3 Elements of Argument Essays and Reports.

Craft and Style:Independent and

Dependent ClausesTo introduce a claim, writers can construct an Occasion/Position Sentence. A dependent clause states the occasion, or topic, and an independent clause states the position or claim that will be explained:If students are to be ready for modern careers, schools need to do a better job of preparing students with engineering and computer technology skills.

SECTION


SECTION SECTION 5


are optional.) 2. Make a display copy and student copies of Tool T5-12c. 3. Ensure that students have a piece of their own argument writing

available for practice.

During Class 4. Remind students that an effective argument supports its claim

with valid reasoning. It is important for students to identify false reasoning in others’ arguments and to avoid it in their own writing. Make these points:

• False reasoning is unsound reasoning based on inaccurate or insufficient evidence. Writers may fall into false reasoning due to personal bias. False reasoning weakens an argument.

• Identifying false reasoning in opposing claims is also an effective way to challenge them.

5. Display Tool T5-12a. Read the descriptions and examples of types of false reasoning. Discuss other examples students have encountered.

6. Display Tool T5-12b. With students, read the directions, the argument, and the callouts.

• Identify the claim.• Discuss the remaining circled sections of text, and decide

whether they are sound or false reasoning. If false, discuss what kind. Gradually release responsibility to students.

• Have students find other instances of sound or false reasoning.• Discuss the writer’s bias, and how it may have affected the

reasoning.• Have students suggest ways the writer could provide more valid

reasoning to support the claim more fairly.• Review the source: does it seem credible?

Avoiding False Reasoning T5-12

Objective CCSS ELA

Students learn to identify false reasoning in argument text. They evaluate their own writing to develop claims fairly with valid reasoning.

Grades 9–10 RI 1, 8; W 1b, 5; S/L 3; L 6

Grades 11–12 RI 1; W 1b, 5; S/L 3; L 6

Tool T5-12a

Tool T5-12a



Name: _______________________________________ Date: ________________

False ReasoningEvaluating an argument and its claims

• Helps prevent readers or listeners from being misled • Helps writers craft arguments that are valid, logically sound, and effective

Sometimes, arguments slip into false reasoning or logical fallacies. Logical fallacies sound convincing but are inaccurate or manipulative.

Types of Logical Fallacies

• Hasty generalization: drawing a general conclusion from insufficient evidence, often as a result of oversimplification or bias

I can’t speak French and you can’t speak French, so no one in our class speaks French.

• Begging the question: circular reasoning in which the claim is assumed to be true rather than supported by evidence

Exercise is good for you because it feels good to exercise.

• False dilemma: offering only two options when more existYou are either for preserving our wilderness areas or you are against it.

• Argument to the person (ad hominem attack): attacking those making the argument rather than the argument itself

People who oppose standardized testing just do not want to face the facts.

• Red herring: raising an unrelated issue to confuse the audienceThe representative did not vote to raise the minimum wage because family is very important to him.

• False analogy: assuming because two things are similar in a specific way, they are alike in other ways.

Learning to read is like learning to swim; you just have to throw yourself into a book and start paddling through the words.

Tool T5-12b

Tool T5-12b



Name: _______________________________________ Date: ________________

False or Sound Reasoning? Example 1

Directions: Read the argument essay. Discuss the circled examples: Do they show false reasoning (e.g., hasty generalization, begging the question, false dilemma, argument to the person, red herring, false analogy) or sound reasoning? Then search for additional instances of sound or false reasoning.

College Admissions Should Eliminate Test Scores

A couple years ago, my older sister took a practice “Get Ready for College” (GRC) test and scored 880. She studied very, very hard in the weeks that followed. A month later, she scored 1180 on the real thing. Did she suddenly get 300 points smarter in one month? No way. She just learned all the tricks for taking the test. She is a good example of why the GRC test is not a good indicator of a student’s abilities, and why colleges need to eliminate test scores from their admissions process.

Every student knows the GRC test is a cruel joke. How can anyone be so naïve as to think one long test on one long day is a better measure of intelligence and ability than years of grading, extracurricular activities, and other factors? It also is unfair to students who suffer from testing anxiety or just have a bad day. People’s chances of getting a scholarship or going to the college of their choice should not depend on whether or not they got a good night’s sleep the night before. These high-stakes tests also discriminate against students who cannot afford test prep courses that might cost $1,000 or more.

More and more colleges are recognizing the injustice and are updating their admissions policies regarding test scores. Colleges like DePaul University and Smith College no longer require them, for example, along with more than 800 other accredited schools. In an editorial in U.S. News and World Report, Thomas Rochon, the president of Ithaca College in New York, makes the case that requiring test scores keeps some good students from even applying.

Most colleges still insanely insist students should submit their test scores. They should wake up and talk to Rochon about all the good students they are missing. There is more to being a successful student than filling in little ovals on a test.

Work Cited: Rochon, Thomas. “The Case Against the SAT.” U.S. News and World Report. U.S. News & World Report LP, 6 Sept. 2013. Web. 11 Nov. 2014.

False analogy (comparing test

to cruel joke)Argument to the person (anyone)

Sound reasoning (supported with specific facts and evidence)

Hasty generalization (one person’s experience); begging the question (score may have improved because she studied, not from tricks)

Hasty generalization

Argument to the person

Sound reasoning (specific evidence)

Tool T5-12c

Tool T5-12c

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T5-12c Argument Writing: Making a Claim


Name: _______________________________________ Date: ________________

False or Sound Reasoning? Example 2

Directions: Read the excerpt from an essay in a 1916 collection of essays by women opposed to women’s suffrage (the right to vote). Identify the false reasoning (e.g., hasty generalization, begging the question, false dilemma, argument to the person, red herring, false analogy) of the circled phrases. Then search for other examples of sound or false reasoning.

The Anti-Suffrage Idealby Mrs. Herbert Lyman

The struggle over woman suffrage presents the spectacle of two camps of women arrayed against each other with opposing ideals. Let no one be so simple as to suppose that the issue is one between men and women. It is not a “woman’s rights” question; it is a which woman’s rights question. Two types of women are at war, for although both desire the same end—namely, a better world to live in—they differ fundamentally as to the method of attaining it.

The fundamental difference is this—that the suffragist (like the socialist) persists in regarding the individual as the unit of society, while the anti-suffragist insists that it is the family.

Individualism is the all-important thing to the suffragist; to the anti-suffragist it is soundness of family relationships. Suffragism is founded upon a sex-conscious individualism and sex antagonism, which leads it to say that woman can only be represented by herself, and that women now are a great unrepresented class. As a matter of fact, women are not a class, but a sex, pretty evenly distributed throughout all the various classes of society.

Anti-suffrage is founded upon the conception of co-operation between the sexes. Men and women must be regarded as partners, not competitors; and the family, to be preserved as a unit, must be represented by having one political head. The man of the family must be that representative, because government is primarily the guarantee of protection to life and property and rests upon the political strength of the majority, which should be able in times of need to force minorities to obey their will. That is the only basis on which a democracy can endure. Suffragism says that in order to attack existing evils women must organize for participation in law making. It stakes its faith on more government (a second resemblance to socialism), upon control by law. The anti-suffragist sees the evils of society as fundamentally resulting from the evil in individuals, and calls on women to check it at its source. They emphasize the power of individual homes to turn out men and women, who, trained to self-control, will not necessitate control by law. Knowing well that the great training school for private morality is family life, the anti-suffragist seeks to preserve conditions making for sound family life, the sum total of private morality being public morality, the conscience of the people.

Argument to the person

False dilemma (either/or thinking)

False analogy

Red herring


False dilemma


False analogy



5Developing the Topic/Elaboration

7. Display and distribute Tool T5-12c. With students, read the directions and the argument.

• Have students work in partners or small groups to identify the reasoning in the circled sections of text, as they did for Tool T5-12b.

• When completed, discuss, as a class, the reasoning in the argument and the writer’s bias.

8. Have students review a piece of their own argument writing to identify and correct any false reasoning. Remind students to consider their own biases that may affect their reasoning.

Differentiation: Avoiding False Reasoning

If students have difficulty identifying personal bias and opinion, use strategy T5-1 Establishing a Claim for support.Challenge advanced students to identify and share additional examples of false reasoning. Advertisements, letters to the editor, and political debates are rich sources of examples.

Before Class 1. Make a display copy of Tool T5-13a. (Student copies are optional.) 2. Ensure that students have a piece of their own argument writing

available for practice.

During Class 3. Remind students that effective argument writing supports each reason (key/star

idea) with convincing, relevant elaboration. There are many different types of elaboration (explanation, elaboration, experiences, everyday life, examples, expert opinion, events, exact information, evidence, effective illustration, and effective quotations). Students can remember elaboration as “The E’s” because each type starts with an E.

Craft and Style:Strengths and Limitations

of EvidenceWriters can use elaboration and evidence either to support their own claims or to point out the false reasoning in opposing claims. Similarly, writers can point out the strengths or limitations of evidence to bolster their own claim or challenge opposing claims.

Elaboration—The E’s in Argument Writing T5-13

Objective CCSS ELA

Students learn how relevant elaboration and evidence support claims in argument writing. Students add effective elaboration and evidence to their own argument writing.

Grades 9–10 W 1b, 5; S/L 1

Grades 11–12 W 1b, 5; S/L 1

Tool T5-13a

Tool T5-13a



Name: _______________________________________ Date: ________________

Elaboration—The E’s in Argument WritingElaboration—the E’s—helps explain and support each key/star idea. Elaboration can include:

• Explanation• Elaboration• Experiences• Everyday life • Examples• Expert opinion

• Events• Exact information• Evidence• Effective illustration• Effective quotations

An informal outline can help organize the elaboration (dashes and dots) for each key/star idea.

Title = To Monitor or Not to Monitor

Topic = Tracking teenagers through GPS violates their right to privacy and may damage their relationships with their parents.

P GPS tracking invades a teenager’s privacy

− Parents determine teen’s location• Specific rooms

− Teens may have legitimate reasons for needing privacy• Buying a birthday present• Organizing surprise party

− Privacy necessary to transition to adulthood• Need space to be able to make independent choices• Necessary to learn from mistakes• Tracking won’t let them make own decisions

P Harms relationship between parents and responsible teens

− Opposing claim: Some teenagers get in trouble and need to be tracked for safety

• But not necessary for responsible teens• Shouldn’t track them if they’ve earned parents’ trust

− Damage to relationship between parents and teens• Teens resent “spying”• “Spying” leads to hostility and anger

Conclusion = Technology should not be used to violate privacy or ruin trust.



5Types of Argument Writing


are optional.) 2. Ahead of time, invite students to bring in an application essay

prompt for an opportunity to which they are applying. For students who do not bring a prompt, select one from Tool T5-37a, or use a current one from a college application (provide a display or student copies).

During Class 3. Explain that an application essay is an essay that students write and

include as part of an application for a college, scholarship, job, or other opportunity.

4. Display Tool T5-37a. Read and discuss the example prompts. • Point out that students should analyze the prompt before

writing by: − Determining the topic, purpose, format, and audience required by the prompt

− Assuming the format is a multi-paragraph essay, unless otherwise stated, and the audience requires a formal style and objective tone

− Looking for important key words, length requirements, or other requirements

• Analyze and discuss a few prompts on the Tool. − Mark words that indicate topic, format, audience, or other important information.

− Point out the different purposes of the prompts (e.g., to learn about the student’s values, why the student is applying to that particular opportunity, or about the student’s ability to reason).

Writing an Application Essay T5-37

Objective CCSS ELA

Students analyze prompts for application essays and practice writing an essay that meets a prompt’s requirements.

Grades 9–10 W 1, 4; S/L 1

Grades 11–12 W 1, 4; S/L 1

Tool T5-37a

Tool T5-37a



Name: _______________________________________ Date: ________________

Types of Prompts for Application EssaysCollege Application Prompts

1. Choose a quality that you think is the most important to achieving happiness and/or success in life, e.g., perseverance, integrity, faith, intelligence, charisma. Write an essay explaining why this quality is the most important and how your personal experience contributed to this belief.

2. Which person in recent history has made the most significant contribution(s) to society? In your essay, explain your choice with specific examples of this person’s contribution(s) and impact on society. Limit your response to 500 words or less.

3. Write an essay persuading the Admissions Board to admit you as a student. How are you qualified and how would the college/student body be enriched by your presence? (650 word maximum)

4. Even though many people without a college education have had successful careers, the majority of people still view college as a requisite to success. Write a persuasive essay about the necessity, or lack of necessity, of a college education for success in business and life.

5. Choose one of the amendments in the Bill of Rights and write an essay explaining why you believe this is the most important Amendment to the Constitution. For example: freedom of speech, freedom of religion, the right to bear arms, or protection from unreasonable searches and seizures.

Job Application Prompts

6. Write a one-page essay in which you explain why you are the best candidate for this position. You may refer to educational or work-related experiences as well as personal qualities.

7. Which personal quality or qualities do you think are the most important to possess in order to perform this job successfully? Please focus on personal qualities, not on job-related skills.

Scholarship Application Prompts

8. Write an essay explaining why you are applying for a scholarship. Because some scholarships are based on financial need, describe your financial need if applicable.

9. Evaluate a significant ethical dilemma that you faced and its impact on you. (650 word limit)

Tool T5-37b

Tool T5-37b



Name: _______________________________________ Date: ________________

Application Essay—Example

Prompt: Choose a quality that you think is the most important to achieving happiness and/or success in life, e.g., perseverance, integrity, faith, intelligence, charisma. Write an essay explaining why this quality is the most important and how your personal experience contributed to this belief.

The Importance of Perseverance

Two years ago, my family and I went through a very difficult time in our lives. This experience taught me that perseverance is the most important quality to achieving a happy and successful life.

For the last six years, I have lived in a single-parent household with just my mother, my younger brother, and me. When I was in tenth grade, my mother was laid off from her job as a waitress. She had very little money saved up, and after six weeks, we found ourselves living with my aunt and her family in a crowded apartment. In the months that followed, my mother tried unsuccessfully to find another job. It was a frustrating and stressful experience for her, but every night she searched for jobs on the Internet, and every morning, she pounded the pavement, responding to job postings or stopping by restaurants to see if they were hiring. Her perseverance in the face of adversity was inspiring and admirable.

During this time period, I continued to attend school as usual. However, my personal circumstances began to take their toll. Because of the space limitations in my aunt’s apartment, I was forced to sleep on a thin mattress on the floor. My aunt also has a baby boy who often cried for hours in the middle of the night. As a result, I had difficulty concentrating due to lack of sleep. Unlike our previous apartment, where I could read and work on the computer in my bedroom, I did not have a dedicated place to study. Not surprisingly, my grades started to slip. This was particularly upsetting to me because I had always maintained an A average.

I realized I had to get proactive to remedy the situation. I took advantage of the local library and went there to study and do my homework after school. I was at the library five to six days a week—reading, researching, and writing. It would have been so easy to simply go home after school, and sometimes I was tempted to do just that, especially on those cold, blustery days that my city is well known for. However, I had not worked so hard for so long to give up because life had thrown me a curveball. I persevered, and by the end of the semester, I succeeded in raising my grade average back to an A.

We lived in my aunt’s apartment for close to a year before my mother landed a job that helped us get back on our feet and into our own place. During that year we faced many challenges, but we never lost sight of our goals. We persevered and accomplished what we set out to do. I am actually grateful for this experience because it taught me that giving up should never be an option. I intend to face any challenges throughout my college education with the same perseverance.

Craft and Style:Point of View

Writers must analyze a prompt for an application essay carefully to determine an appropriate point of view. In general, third person is the most formal choice. However, application essay prompts often ask about personal experiences or beliefs that must be shared in the first person.

SECTION


SECTION 5 − Point out that none of the prompts require the writer to address an opposing claim, which is common for application essay prompts.

− Discuss which prompts would allow for mixing of text types.

Note: Application essays often require writers to mix text types. This could mean adding a short personal narrative to an argument or framing an argument within a personal narrative, as in Tool T5-37b.

5. Display Tool T5-37b. Read and discuss the prompt and the application essay.• Analyze the prompt (if it wasn’t analyzed in Step 4).• Point out that this prompt is fairly typical for a college application essay.• Discuss how well the essay meets the requirements of the prompt (e.g., selects

a quality, shares a related personal experience).• Discuss elements of the essay that are argument writing (e.g., topic and claim,

elaboration and evidence supporting the claim, conclusion that follows from and wraps up the writing) and those that are narrative elements (e.g., beginning, middle, and end).

6. Have students use what they have learned to write an application essay in response to the prompt they brought in or the one you selected.

7. If possible, leave time for students to conduct a peer review. (See strategy T5-26 Peer Review and Revision in Argument Writing.)

Differentiation: Writing an Application Essay

If students need support analyzing prompts, use strategy T2-2 Prompts for Three Types of Writing.If students need support mixing narrative elements into their writing, use strategy T8-3 Including a Narrative in a Presentation and have students apply that strategy to their planning for the essay.

SECTION INTRODUCTIONResearch Reports7

7


The Importance of Writing Research Reports Research report writing is the culmination of many skills: deep reading, questioning, note taking, location and evaluation of sources, and understanding the elements of informative/explanatory writing and argument writing. When students learn higher-order research and report-writing skills, they answer self-generated questions by investigating a topic in depth; gathering and synthesizing information from multiple sources; and drawing conclusions based on research.

A good research report has the characteristics of the writing type that is at its core, either informative/explanatory or argument. Characteristics include logical organization and reasoning; a solid thesis and introduction; transitions that clarify relationships among ideas; elaboration and evidence based on relevant, accurate information from multiple sources; and a valid, strong conclusion. In addition, in successful research reports, proper credit is given to paraphrased information and quotations, and sources used during research are cited properly using either MLA (Modern Language Association) or APA (American Psychological Association) style.

Teaching Research ReportsResearch reports will be either informative/explanatory writing or arguments, so it is important to foster student proficiency with essays and reports for informative/explanatory and argument writing.

Students benefit from both short and sustained research tasks. Shorter research activities allow practice of individual strategies or discrete skills. Longer research projects give students the opportunity to explore answers to a self-generated question, synthesize information from multiple sources, and demonstrate their knowledge of the topic under investigation.

Evaluating and Synthesizing Information from Sources

With Section 7 strategies, Step Up to Writing students learn how to find, analyze, and synthesize information into clear, well-organized research reports that demonstrate their understanding of the topic under investigation.How to conduct advanced searches, as well as proper paraphrasing and citing of sources, is also stressed, as well as using technology strategically when developing and presenting reports.


Research Reports7



Progress Monitoring and Formal AssessmentSee the Progress Monitoring subsection for Section 7 (page 539) for a strategy and Tools that guide in the evaluation of research report writing skills.

See the Step Up to Writing Assessment and Implementation Guide for materials to conduct baseline and summative assessments to help evaluate student proficiency with informative/explanatory and argument writing.

Synthesizing Information and Writing the Research ReportThe following list is one possible course of instruction based on the writing process. Strategies should be selected and taught in an order that best suits students’ needs and abilities. See the Step Up to Writing Assessment and Implementation Guide for unit and lesson plans designed to meet the Common Core State Standards for English Language Arts for writing, language, and speaking and listening in grades 9–12.

Step Up to Writing Strategies Research Report Writing Focus

T7-4 Generating Research Questions Selecting a Topic

T7-6 Types of Sources: Primary and SecondaryT7-7 Using Online Searches EffectivelyT7-8 Assessing Sources

Finding and Evaluating Sources

T7-10 Research NotesT7-11 Synthesizing Information from Sources

Gathering Information and Documenting Research

T7-3 Steps for Writing a Research ReportT7-12 Informal Outline for a Research Report

Planning

T7-13 Using QuotationsT7-14 Paraphrasing Information from SourcesT7-16 Using a Standard Format

Drafting

T7-17 Revising, Editing, and Finalizing a Research Report Preparing a Final Report and Presenting

SECTION SECTION 7



Anchor Standards for WritingProduction and Distribution of Writing4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience. 5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each

source, and integrate the information while avoiding plagiarism. 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time

frames for a range of tasks, purposes, and audiences.Anchor Standards for LanguageKnowledge of Language3 Apply knowledge of language to understand how language functions in different contexts, to make effective

choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,

analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for

reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.


CCSS ELA Key




SECTION Research Reports7CONTENTS


Research Reports: Overview

T7-1 Types and Purposes of Research Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 501T7-2 Elements of Research Reports . . . . . . . . . . . 503T7-3 Steps for Writing a Research Report . . . . . 506

Selecting a Research Topic

T7-4 Generating Research Questions . . . . . . . . . 508T7-5 Narrowing or Broadening a Research Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 510

Finding and Evaluating Sources

T7-6 Types of Sources: Primary and Secondary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 512T7-7 Using Online Searches Effectively . . . . . . . 514T7-8 Assessing Sources . . . . . . . . . . . . . . . . . . . . . 516T7-9 Evaluating Videos . . . . . . . . . . . . . . . . . . . . . 517

Gathering Information, Documenting Research, and Planning Writing

T7-10 Research Notes . . . . . . . . . . . . . . . . . . . . . . . 519T7-11 Synthesizing Information from Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 522T7-12 Informal Outline for a Research Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 524

Writing a Research Report

T7-13 Using Quotations . . . . . . . . . . . . . . . . . . . . . 527T7-14 Paraphrasing Information from Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 529T7-15 Avoiding Plagiarism . . . . . . . . . . . . . . . . . . . 531T7-16 Using a Standard Format . . . . . . . . . . . . . . . 533T7-17 Revising, Editing, and Finalizing a Research Report . . . . . . . . . . . . . . . . . . . . . 535

Progress Monitoring

T7-18 Research Report Scoring Guide . . . . . . . . . 540



SECTION


SECTION 7

Before Class 1. Review the Tools to determine which are most appropriate

for students. Make display copies and student copies of the appropriate tools.

MLA Style• Basic Research Report Format—MLA (Tool T7-16a)• Works Cited Page—MLA (Tool T7-16b)• Using Quotations and Paraphrases in MLA Style (Tool T4-21a)

APA Style• Basic Research Report Format—APA (Tool T7-16c)• References Page—APA (Tool T7-16d)• Using Quotations and Paraphrases in APA Style (Tool T4-21b)

Note: The MLA (Modern Language Association) format is usually used in English and humanities classes. The APA (American Psychological Association) format is generally used in science and social studies classes.

During Class 2. Explain that research reports (especially those written in

college and workplace settings) must follow a standard style and format. Following a standard style (e.g., MLA or APA) ensures that research is presented professionally and sources that were used during research are properly cited.

3. Explain which style you expect students to follow for their research reports (e.g., MLA or APA).

Using a Standard Format T7-16

Objective CCSS ELA

Students learn formatting requirements for standard styles (MLA and APA), including text formatting and proper citation of sources.

Grades 9–10 W 4, 5, 6, 8; L 3a

Grades 11–12 W 4, 5, 6, 8; L 3

Tool T7-16a

Tool T7-16a



Name: _______________________________________ Date: ________________

Basic Research Report Format—MLABasic Formatting Rules

o Use a standard font (e.g., Times New Roman, 12-point font).

o Set 1-inch margins on all sides of the paper.

o Center the title of your research report. (Do not use bold, italics, or all caps.)

o Double-space the entire paper, including the Works Cited page.

o Include a heading on the top-left corner of first page: name, teacher’s name, class, date.

o On the top-right corner of each page, include last name and a running page number.

o Indent each paragraph.

o Include a Works Cited page at the end of your report that lists all sources used.

Sample Research Report

Jackson 1

Deandre Jackson

Mr. Yoshida

English 11, Period 3

November 19, 2016

Fiber Optics: The Utility of the Future

In order to catch up with her favorite television show, a young professional in rural

Chattanooga, Tennessee, downloaded the entire series. It took less than a minute. “How

did you do that?” asked her friend, astonished. “Fiber optics,” she replied. Unlike in

Chattanooga, citizens in our Hakesville community have only one option for Internet

service—standard cable delivered by a local cable company. This type of service is

common in the United States, but compared to service in other countries, it is slow and

expensive (Crawford, Isaacson).

The Need for Speed

U.S. demand for Internet bandwidth and speed continues to grow. Residential users

stream and download large files with music, movies, and video game data. Businesses

Tool T4-21a

Too

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©2016 Voyag

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Using Quotations and Paraphrases in MLA StyleCitation information generally includes (in this order) author last name and page number: (Smith 124). All citation information is placed in parentheses at the end of the sentence before the period. • If you don’t have an author, use the name of the text or other identifying information. If you don’t have a page number, use the

paragraph number (e.g., par. 4) or other kind of reference number, indicating the type of numbering (e.g., ch. for chapter or sec. for section).

• If you introduce the author’s name in the text surrounding the quote, you do not need to repeat it in the parentheses. • You should be sure to include all the sources you mention in your writing in your Works Cited list.

Text + QuotationConsider leading into the quotation with your own text. Add a comma if the leading text is a dependent clause. Use a colon to separate them if the leading text is a complete sentence.

According to Manning, “The town’s German community celebrated its heritage” (15). Their arrival was welcome: “They enriched their adopted homeland immensely” (18).

Quotation + Text Place a comma at the end of a quotation if you include additional text that is a dependent clause.

“Trench life in the front lines was dangerous, dirty, and squalid,” as Mary J. Manning explains in her article (20).

Embedded Quotation Do not use punctuation between the leading text and the quotation if together they form a simple, complete sentence.

German American men “rushed to prove their loyalty to the United States by enrolling in the military” to avoid persecution (Manning 17).

Quotation within a QuotationUse single quotation marks to indicate a quote within a quote.

Manning describes the politics of naming after the U.S. entered the war: “The popular hamburger became a ‘ liberty burger ’” (16).

Quotation with an Omission Use an ellipsis to show where text from the original source was omitted.

As described in the article, “The German U-boat torpedo sinking of the British ship RMS Lusitania, . . . [and] purported acts of German espionage . . . contributed to war fever” (Manning 16).

ParaphraseSummarize a main point from a text without using the author’s exact words. Include the author’s name (and a page number at the end, if all the ideas were from a single page).

Manning explains how German acts, such as sinking ships and alleged spying, led to widespread eagerness to engage in war (16).

Work Cited: Manning, Mary J. “Being German, Being American.” Prologue Summer 2014: 15–22. National Archives. Web. 17 Oct. 2014. Used with the author’s permission.

Tool T7-16b

Tool T7-16b

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T7-16b Research Reports


Name: _______________________________________ Date: ________________

Works Cited Page—MLA

o Put the Works Cited on its own page.

o Title the page Works Cited (centered; no bold, italics, or underlines).

o List entries alphabetically. (If there is no author, use the title.)



Sample Entries for a Works Cited Page

Book Tracy, Brian. Eat That Frog! 21 Great Ways to Stop Procrastinating and Get More Done in Less Time. 2nd ed. San Francisco: Berrett-Koehler, 2007. Print.


Sheers, Ali. “Talking About Stress.” Online Institute of Stress Studies. N.p., n.d. Web. 18 Oct. 2014.


Perlmutter, David D. “Varieties of Procrastination.” The Chronicle of Higher Education 58.37 (2012): A39–A40. Academic Search Complete. Web. 18 Oct. 2014.

Television Program

“Preventing Procrastination in Your Child.” Weekend News. Public Broadcasting. KBNC, Tampa Bay, 29 Feb. 2016. Television.

Blog Wilson, Mark. “Set Yourself Absurdly Low Goals to Kickstart a Project.” Lifehacker. Lifehacker, 7 Aug. 2014. Web. 18 Oct. 2014.

Personal Interview

Harrison, Joan. Personal interview. 19 Oct. 2014.

If you need more help formatting your Works Cited page, consult an MLA style guide (print or online).

SECTION Research Reports


7Writing a Research Report

MLA Style• Display and distribute Tools T7-16a, T7-16b, and T4-21a. Explain

that these Tools explain the formatting rules for MLA. − Tool T7-16a outlines the basic format requirements for the whole research report. Students can use the checklist to ensure that each part of their report is formatted correctly.

− Tool T7-16b explains the basics of how to format a Works Cited page. Students can use the checklist to ensure that their Works Cited section is formatted correctly.

− Tool T4-21a is a quick guide for properly formatting in-text quotations and paraphrases. All ideas from other sources must be properly cited and formatted to avoid plagiarism.

• Examine the sample research report on Tool T7-16a and discuss the formatting requirements (e.g., margins, spacing, title of paper, headings).

• Encourage students to consult an MLA style guide (available in print and online) for additional help formatting an MLA research report.

APA Style• Display and distribute Tools T7-16c, T7-16d, and T4-21b. Explain

that these Tools explain the formatting rules for APA. − Tool T7-16c outlines the basic format requirements for the whole research report. Students can use the checklist to ensure that each part of their report is formatted correctly.

− Tool T7-16d explains the basics of how to format a References page. Students can use the checklist to ensure that their References section is formatted correctly.

− Tool T4-21b is a quick guide for properly formatting in-text quotations and paraphrases. All ideas from other sources must be properly cited and formatted to avoid plagiarism.

• Examine the sample research report on Tool T7-16c and discuss the formatting requirements (e.g., margins, spacing, title of paper, headings). Point out that a cover page is not shown in the sample.

• Encourage students to consult an APA style guide (available in print and online) for additional help formatting an APA research report.

Tool T7-16c

Tool T7-16c

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T7-16c Research Reports


Name: _______________________________________ Date: ________________

Basic Research Report Format—APABasic Formatting Rules

o Include a cover page with the title of the paper, your name, and your class name. This information should be centered on the page. (Do not use bold, all caps, or underlines.)

o Use a standard font (e.g., Times New Roman, 12-point font).

o Set 1-inch margins on all sides of the paper.

o Include a running header at the top of each page (except the cover page) with the title of the paper in all caps in the top-left corner and the page number in the top-right corner.

o Center the main title of your research report on the first page after the Cover page. (Do not use bold, underlining, or all caps.)

o If using headings for each section, center and bold each heading.

o Indent each paragraph.

Sample Research Report

FIBER OPTICS: THE UTILITY OF THE FUTURE 1

Fiber Optics: The Utility of the Future

In order to catch up with her favorite television show, a young professional in rural

Chattanooga, Tennessee, downloaded the entire series. It took less than a minute. “How

did you do that?” asked her friend, astonished. “Fiber optics,” she replied. Unlike in

Chattanooga, citizens in our Hakesville community have only one option for Internet

service—standard cable delivered by a local cable company. This type of service is

common in the United States, but compared to service in other countries, it is slow and

expensive (Crawford, 2014; Isaacson, 2013).

The Need for Speed

U.S. demand for Internet bandwidth and speed continues to grow. Residential users

stream and download large files with music, movies, and video game data. Businesses

move almost inconceivable amounts of data. As author Michael Lewis (2014) discovered

Tool T7-16d

Tool T7-16d

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T7-16d Research Reports


Name: _______________________________________ Date: ________________

References Page—APA

o Start the References section on a new page.

o Title the page References (centered; no bold or underlining).

o List entries alphabetically. (If there is no author, use the first word of the title.)



Sample Entries for a References Page

Book Tracy, B. (2007). Eat that frog! 21 great ways to stop procrastinating and get more done in less time (2nd ed.). San Francisco, CA: Berrett-Koehler.


Steel, P. (n.d.). About the theory. Retrieved from http://procrastinus.com


Perlmutter, D. D. (2012). Varieties of procrastination. The Chronicle of Higher Education, 58(37), A39–A40. Retrieved from http://chronicle.com

Television Program

Sanchez, R. (Writer), & Lee, L. (Director). (2016). Preventing procrastination in your child [Television series episode]. In R. White (Executive producer), Weekend News. Tampa Bay, FL: Public Broadcasting.

Blog Wilson, M. (2014, August 7). Set yourself absurdly low goals to kickstart a project [Web log post]. Retrieved from http://lifehacker.com

Personal Interview

[No entry required in APA References list, but add a citation to the text such as (personal communication, April 18, 2016).]

If you need more help formatting your References page, consult an APA style guide (print or online).

Tool T4-21b

Too

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Using Quotations and Paraphrases in APA StyleCitation information generally includes (in this order) author last name, year of publication, page number: (Smith, 2014, p. 6). All citation information is placed in parentheses directly following the quotation (unless you have already mentioned the author’s name and year in the surrounding text). • If you don’t have an author, use the name of the text. If you don’t have a page number, use the paragraph number, if possible. • You should be sure to include all the sources you mention in your writing in your References section.

Text + QuotationConsider leading into the quotation with your own text. Add a comma if the leading text is a dependent clause. Use a colon to separate them if the leading text is a complete sentence.

According to Manning (2014), “The town’s German community celebrated its heritage” (p. 15). Their arrival was welcome: “They enriched their adopted homeland immensely” (Manning, 2014, p. 18).

Quotation + Text Place a comma at the end of a quotation citation if you include additional text that is a dependent clause.

“Trench life in the front lines was dangerous, dirty, and squalid,” as Mary J. Manning (2014 , p. 20) explains in her article.

Embedded Quotation Do not use puncutation between the leading text and the quotation if together they form a simple, complete sentence.

German American men “rushed to prove their loyalty to the United States by enrolling in the military” (Manning, 2014, p. 17) to avoid persecution.

Quotation within a QuotationUse single quotation marks to indicate a quote within a quote.

Manning (2014) describes the politics of naming after the U.S. entered the war: “The popular hamburger became a ‘ liberty burger’ ” (p. 16).

Quotation with an Omission Use an ellipsis to show where text from the original source was omitted.

As described in the article, “The German U-boat torpedo sinking of the British ship RMS Lusitania, . . . [and] purported acts of German espionage . . . contributed to war fever” (Manning, 2014, p. 16).

ParaphraseSummarize a main point from a text without using the author’s exact words. Include the author’s name (and a page number at the end, if all the ideas were from a single page).

Manning (2014) explains how German acts, such as sinking ships and alleged spying, led to widespread eagerness to engage in war (p. 16).

Reference: Manning, M. J. (2014). Being German, being American. Prologue, 46(2), 15–22. Retrieved from http://www.archives.gov

Used with the author’s permission.

SECTION


SECTION 7

Differentiation: Creating Reference List Entries

If students struggle to incorporate information from sources into their own writing without plagiarizing the ideas, use strategy T7-15 Avoiding Plagiarism.If students need additional support incorporating quotations, use strategy T7-13 Using Quotations. If students need additional support paraphrasing ideas from sources, use strategy T7-14 Paraphrasing Information from Sources.

Before Class 1. Review the Tools to determine the most appropriate content and

pacing for students. These Tools can be taught over the course of more than one session.Revising

• Make a display copy and student copies of Tool T7-17a.• Make a display copy and student copies of the Tool that

corresponds to the type of writing that students are producing in their research report.

− Checklist for Revising Informative/Explanatory Writing (Tool T4-33a)

− Checklist for Revising Argument Writing (Tool T5-25a)Editing

• Make display and student copies of Tools T4-39a through T4-39d (the CUPS Tools).

Revising, Editing, and Finalizing a Research Report

T7-17

Objective CCSS ELA

Students develop and strengthen their writing by learning and practicing the steps for revising, editing, and preparing a final copy of a research report.

Grades 9–10 W 5, 6, 7; L 1, 2, 3

Grades 11–12 W 5, 6, 7; L 1, 2, 3

Tool T7-17a

Tool T7-17a



Name: _______________________________________ Date: ________________

Checklist for Revising Research Reports Report

o Topic and length of report are appropriate to the assignment.

o Research question allows for an in-depth exploration of the topic.

o Report answers the research question knowledgeably.

o Writing satisfies all requirements for argument or informative/explanatory writing (for the categories Organization, Ideas/Content, Language/Style, and Conventions/CUPS).

Sources

o Multiple authoritative and credible sources are used (print and digital).

o Sources used are appropriate to the task, purpose, and audience.

Evidence

o Relevant evidence fully develops the research topic.

o Information from sources was thoughtfully selected and synthesized.

o Text evidence is smoothly and logically integrated with the writer’s own ideas.

Standard Style

o Report format conforms to a standard style (e.g., MLA or APA).

o Quotations and paraphrases are properly formatted with in-text citations.

o Works Cited or References list conforms to a standard style.

Tool T4-33a

Tool T4-33a



Name: _______________________________________ Date: ________________

Checklist for Revising Informative/Explanatory Writing

Organization

o Introduction has a clear topic and plan that address the assignment or task completely.

o Organization is logical; body paragraphs follow the plan.

o Varied transitions clarify the relationship between ideas.

o Conclusion follows from the information presented and addresses the significance of the topic.

o Formatting or text features are used when appropriate and help the reader understand the topic.

Ideas/Content

o Ideas support the topic and each key/star idea so that the topic is fully developed.

o Complex ideas are presented clearly and accurately and supported by authoritative sources.

o Ideas presented are relevant to the audience.

o Information from sources is properly cited.

o Graphics or multimedia are used when appropriate and help the reader understand the topic.

Language/Style

o A variety of sentence structures is used.

o Ideas are clearly conveyed using precise words and appropriate vocabulary for the topic and audience.

o An objective tone is used throughout.

o Language and style are appropriate to the purpose, audience, and discipline.

SECTION INTRODUCTIONWriting for Assessments9

9


The Importance of Writing for Assessments Effective writing is essential for demonstrating proficiency on assessments—both in content areas and in English Language Arts. In both informal and high-stakes assessment situations, students must be prepared to produce high-quality written responses that show evidence of their knowledge, depth of understanding of a concept, logical reasoning and organization, analysis of text selections, and mastery of writing and language conventions.

To facilitate successful writing on different types of assessments, the Section 9 strategies focus on teaching strategies that help students practice and develop familiarity with standardized testing formats; scoring rubrics or scoring guides; consistent and effective study methods, such as the two-column study guide; and how to manage timed or computer-based testing situations.

Teaching Writing for AssessmentsFamiliarize students with writing expectations, as assessed on rubrics used for evaluation. Use the Step Up to Writing scoring guides or any other similar rubric that aligns with the relevant standards. Scoring guides for each type of writing are found in the Progress Monitoring subsection for each of the three writing types—informative/explanatory (page 309), argument (page 402), and narrative (page 488). Provide students with models of Proficient and Advanced writing, and give students opportunities for revision and improvement, using their assessment results to help them set goals.

Provide practice in writing in response to texts, which is an increasing feature of many standardized tests and the Common Core Standards for English Language Arts. Use strategies in Section 1: Writing to Improve Reading Comprehension as needed to reinforce deep reading and note-taking skills. The Step Up to Writing Assessment and Implementation Guide provides baseline and summative assessments that are text-based.

Using Scoring GuidesStep Up to Writing scoring guides have criteria that align with standardized test formats. When students practice using scoring guides to assess their own writing, they become familiar with the type of criteria reviewers consider as they score student work. Strategies in Section 9 also provide students techniques for preparing for and taking timed or computer-based assessments.


Writing for Assessments9



Progress Monitoring and Formal AssessmentStep Up to Writing offers several important resources for writing assessments:

The Progress Monitoring subsections in each section of this Teacher Edition include strategies and Tools for teachers to use in evaluating student work. In particular, scoring guides are provided for evaluating complete writing pieces of the specific writing types:

Step Up to Writing Scoring Guides Page

T1-31 Summary Writing Scoring GuideT2-41 Informative/Explanatory Paragraph Scoring GuideT4-52 Informative/Explanatory Essay and Report Scoring GuideT5-39 Argument Essay and Report Scoring GuideT6-40 Narrative Scoring GuideT7-18 Research Report Scoring Guide

59151310403489540

Many other Tools in prior sections can serve as formative assessments of particular skills that can be used for student self-assessment, peer review, or teacher assessment.

The Step Up to Writing Assessment and Implementation Guide includes materials to conduct baseline and summative assessments to determine student proficiency in informative/explanatory, argument, and narrative writing. These performance task assessments align to the Common Core State Standards for English Language Arts and associated standardized assessments.

A comprehensive list of prompts for different text types, available at www.stepuptowriting.com, also can be used for progress monitoring purposes.

SECTION SECTION 9


Meeting Rigorous 9–12 StandardsCommon Core State Standards for ELAEvery strategy in Step Up to Writing aligns with specific Common Core State Standards for English Language Arts (CCSS ELA). The CCSS ELA box at the beginning of each strategy lists the reading, writing, speaking and listening, and language standards that the strategy supports. Strategies in Section 9 center on the following College and Career Readiness Anchor Standard for Writing:

Anchor Standard for WritingRange of Writing10 Write routinely over extended time frames (time for research, reflection, and revision)

and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

For alignment of the Common Core State Standards for English Language Arts to specific Step Up to Writing strategies, see www.stepuptowriting.com.

Writing for Assessments in the Content AreasUse Section 9 strategies to help students demonstrate content-area mastery in their written responses to assessment questions, such as constructed response, response-to-text, or essay questions. See Section 10: Writing in the Content Areas for suggestions on using writing strategies in specific content areas.

CCSS ELA Key



Short Answer Responses and Standardized Writing AssessmentsFamiliarize students with scoring guides. Then teach specific skills for test questions. Strategies should be selected and taught based on students’ needs and abilities.

Step Up to Writing Strategies Writing/Assessment Focus

T9-5 Understanding and Using Scoring GuidesT9-12 Recording and Monitoring Progress

Using Scoring Guides and Recording Progress

T9-1 Great Short AnswersT9-4 Levels of Questions

Short Answers and Responding to Text

T9-6 Extended Responses and Essay Questions Extended Response

T9-9 Simulating Standardized Writing Assessments Writing for Standardized Tests

T9-10 Writing for Timed Tests and AssignmentsT9-11 Computer-Based Writing Assessments

Writing for Timed and Computer-Based Test Formats

SECTION Writing for Assessments9CONTENTS


T9-1 Great Short Answers . . . . . . . . . . . . . . . . . . 592T9-2 Not All Responses Require a Formal Conclusion . . . . . . . . . . . . . . . . . . 594T9-3 Preparing for a Written Exam with a Two-Column Study Guide . . . . . . . . . . . . 596T9-4 Levels of Questions . . . . . . . . . . . . . . . . . . . . 597T9-5 Understanding and Using Scoring Guides . . . . . . . . . . . . . . . . . . . . . . . 599T9-6 Extended Responses and Essay Questions . . . . . . . . . . . . . . . . . . . . . . . 602T9-7 Extended Narrative Responses . . . . . . . . . . 603T9-8 Multiple-Choice Questions about Writing . . . . . . . . . . . . . . . . . . . . . . . . 605T9-9 Simulating Standardized Writing Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . 610T9-10 Writing for Timed Tests and Assignments . . . . . . . . . . . . . . . . . . . . . . 615T9-11 Computer-Based Writing Assessments . . . 617T9-12 Recording and Monitoring Progress . . . . . 618



SECTION Writing for Assessments


9Strategy Strategy Description Page Tools

T9-11 Computer-Based Writing Assessments

Learn strategies to help prepare for the writing portion of computer-based assessments

617 T9-11a

T9-12 Recording and Monitoring Progress

Learn a system for recording writing assessment scores in order to track progress and areas requiring improvement

618 T9-12a and T9-5d

Before Class 1. Make a display copy of Tool T9-1a. (Student copies are

optional.) 2. Review the following Tools to determine the most appropriate

content and pacing for students. These Tools can be taught over the course of more than one lesson or grade level.

• Great Short Answers—Example 1 (Tool T9-1b). This is a science-related short answer.

• Great Short Answers—Example 2 (Tool T9-1c) and Literary Text—Poetry (Tool T1-27c). Tool T9-1c shows a short answer in response to the authentic text on Tool T1-27c.

3. Make display copies of the selected Tools. (Student copies are optional.)

4. Select or create a short-answer, constructed-response question for students to respond to as practice.

During Class 5. Ask students to identify situations in which they are expected to write a short-

answer response (e.g., textbook questions, reading responses, assessments, scholarship and job applications). Writing great short answers is a skill students can use in all content areas and in many areas of life.

Great Short Answers T9-1

Objective CCSS ELA

Students learn to write clear and coherent short answers that are appropriate to the task and purpose and show evidence of knowledge and understanding of a subject or text.

Grades 9–10 W 4, 9a–b, 10

Grades 11–12 W 4, 9a–b, 10

Tool T9-1a

Too

l T9

-1a

©2016 Voyag

er Sop


Perm




To

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9-1

a

Writin

g for A

ssessmen

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tep Up to W

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–12

Nam

e: _______________________________________ D

ate: ________________

Quick Check for Short Answers

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Addresses all parts of the question and is well supported by details, examples, or text evidence

Uses precise and appropriate word choices; fits the audience and purpose well

Answer is written in complete sentences with no errors in CUPS*

Pro

fici

ent

(3)

Addresses all parts of the question with relevant details, examples, or text evidence

Some precise words; words used are appropriate to the audience and purpose

Answer is written in complete sentences with just a few errors in CUPS*

Bas

ic

(2)

Partially addresses question with limited details, examples, or text evidence

Basic, accurate words largely appropriate to the audience and purpose

Answer is written in complete sentences with several errors in CUPS*

Bel

ow

Bas

ic (1

) Partially addresses question but drifts from the task or is unclear; support is weak

Basic words; sometimes inaccurate or not well-suited to the audience or purpose

Answer includes fragments or run-on sentences and has many errors in CUPS*

No

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(0

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No answer, or the answer is confusing or unrelated to the question

Basic words repeat, are inaccurate, or not appropriate to the audience or purpose

Answer is confusing due to many incorrect sentences and frequent errors in CUPS* Score =

4 possible

Directions: Place a ✔ on three of the spaces below. The box with the most check marks indicates the score; if there are three different scores, choose the middle (average) score.

*CUPS = Capitalization, Usage, Punctuation, Spelling

Tool T9-1b

Tool T9-1b



Name: _______________________________________ Date: ________________




Question: What is chlorophyll, and how does it contribute to the process of photosynthesis?

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Chlorophyll is the green pigment found in most plants. Its role in photosynthesis is to absorb light from the sun. This light energy begins a chemical reaction with carbon dioxide and water that creates energy in the form of carbohydrates (glucose) and oxygen.

Pro

fici

ent

(3) Chlorophyll is the green pigment found in most plants. It absorbs light as part of

a chemical reaction that converts sunlight into energy the plant can use to grow.

Bas

ic

(2) Chlorophyll is what makes plants green. Its what changes the sunlight in

photosynthesus.

Bel

ow

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ic (1

)

Chlorophyll is in plants, its why most plant’s are color green, for example jungles, trees and grass.

No

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(0

) Plants need light to process and be sure to water them! or there leaves will get brown so no chlorofill.

SECTION


SECTION 9 6. Display Tool T9-1a. Examine the scoring levels. Explain that students

should use these criteria to evaluate their own short answers and identify areas for improvement.

• Draw attention to the continuum of scores, which shows that there is always room for improvement.

• Explain that short answers may range from one sentence to a brief paragraph, depending on the question and the space provided; students should fill any space provided (unless otherwise indicated in the question).

• Read the descriptors for Proficient and Advanced, noting that they should be the goal for students’ work.

Great Short Answers—Example 1 (Tool T9-1b)• Display Tool T9-1b and review the tips at the top for writing great

short answers.• With students, read and identify key words in the question.

Point out that the question has two parts. − Remind students that, if they’re able, it can be helpful to mark the key words in the question or prompt.

• Examine the sample student responses. Have students compare them to the criteria on Tool T9-1a as needed to understand why each answer received the score indicated.

• Have students practice writing a great short answer. − Provide the question you selected or created, and have students write a response on their own paper.

− Display Tool T9-1a, and have students score their response. − Allow students to make revisions, as needed, until their score is Proficient or Advanced.

Great Short Answers—Example 2 (Tool T9-1c) and Literary Text—Poetry (Tool T1-27c)

• Display Tool T9-1c and review the tips at the top for writing great short answers.• With students, read and identify key words in the question. Point out that

the question has two parts, and as a response to text, it requires text evidence as support.

− Remind students that, if they’re able, it can be helpful to mark the key words in the question or prompt.

• Display Tool T1-27c. Read and discuss the poem “Ozymandias” by Percy Bysshe Shelley.

Tool T9-1c

Tool T9-1c

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T9-1c Writing for Assessments


Name: _______________________________________ Date: ________________




Question: Read the poem “Ozymandias” by Percy Bysshe Shelley. What is the central idea of the poem? How does Shelley use imagery to express this idea?

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The central idea of “Ozymandias” by Percy Bysshe Shelley is that even the mightiest people will eventually lose their power and position. The poet uses the imagery of a broken statue of the great Ozymandias, who was once “King of Kings” to express this. The legs of the statue are broken off and the “shattered” face lies in the sand. He describes how the once impressive statue, face frozen in a “sneer of cold command” is now a “colossal wreck” and “nothing beside remains.”

Pro

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(3)

The central idea of “Ozymandias” is that everyone, even the powerful, die and are forgotten in time. The imagery of a statue of a king expresses this idea. The once tall and imposing statue is now broken—nothing else remains of the ancient king who once commanded with an arrogant “sneer of cold command.”

Bas

ic

(2)

The central idea of “Ozymandias” is that statues break after a long time and time passes everyone bye. This is shown by the “wreck” of the king’s statue. And the empty sands.

Bel

ow

Bas

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)

The poem is about a statue from long time ago. Showing that all things fall apart and disentegrate. Like a statue falling apart, or the goverment or civilization. Even a mean king.

No

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(0

) Its about a traveler. He goes out into the desert like a scintist finding antique treasures or bones and instead he finds this statue thats all broken and nothing else, like just junk out there.

Tool T1-27c

Tool T1-27c

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T1-27c Writing to Improve Reading Comprehension


Name: _______________________________________ Date: ________________

Literary Text—PoetryOzymandias (1818)

by Percy Bysshe Shelley

I met a traveller from an antique landWho said: “Two vast and trunkless legs of stoneStand in the desert. Near them on the sand,Half sunk, a shattered visage lies, whose frownAnd wrinkled lip and sneer of cold commandTell that its sculptor well those passions readWhich yet survive, stamped on these lifeless things,The hand that mocked them and the heart that fed.And on the pedestal these words appear:‘My name is Ozymandias, King of Kings:Look on my works, ye mighty, and despair!’Nothing beside remains. Round the decayOf that colossal wreck, boundless and bare,The lone and level sands stretch far away.”

vast: hugetrunkless: without a body

visage: facecolossal: giant



9• With students, examine the sample student responses on Tool T9-1c. Compare

them to the criteria on Tool T9-1a as needed to understand why each answer received the score indicated.

• Have students practice writing a great short answer. − Provide the question you selected or created, and have students write a response on their own paper.

− Display Tool T9-1a, and have students score their response. − Allow them to make revisions, as needed, until their score is Proficient or Advanced.

Differentiation: Great Short Answers

If students need support with writing and scoring their responses, have them write on Tool T9-1d.If students need support analyzing prompts to find key words, use strategy T2-2 Prompts for Three Types of Writing.

Tool T9-1d

Tool T9-1d

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T9-1d Writing for Assessments


Name: _______________________________________ Date: ________________

Great Short AnswersTips



Question:

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)P

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t (3

)B

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(2

)B

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B

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(1)

No

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(0

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Answer: Score:

Before Class 1. Make a display copy of Tool T9-2a. (Student copies are optional.)

During Class 2. Remind students that a conclusion follows from and supports the ideas in the

introduction and the rest of the writing. A conclusion could be a sentence or two, or an entire paragraph. Many writing tasks require a conclusion; however, some do not. Tell students they will learn tips for determining whether a prompt requires a conclusion.

Not All Responses Require a Formal Conclusion

T9-2

Objective CCSS ELA

Students analyze prompts to determine which responses require a formal conclusion and which do not.

Grades 9–10 W 1e, 2f, 10; S/L 1

Grades 11–12 W 1e, 2f, 10; S/L 1

Tool T9-2a

Tool T9-2a

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T9-2a Writing for Assessments


Name: _______________________________________ Date: ________________

Determining Whether a Response Requires a Conclusion

Conclusion Required Conclusion Not Required

• In longer responses: multiple paragraphs, as indicated by clue words or by more space provided for the response

Clue words in the prompt: − Verbs like propose or defend − Descriptions like in detail − Format words such as essay, report,

critique, argument, editorial, opinion piece, story, narrative

• When critical thinking is required—such as inferring, analyzing, synthesizing, evaluating, or drawing conclusions

• In formal or standardized tests

Example: In “The Tell-Tale Heart,” Edgar Allan Poe uses an unreliable narrator. Write an essay using evidence from the text to explain how this narrator helps build suspense.

• In short responses: a few sentences or a short paragraph, as indicated by clue words or a small space for the response

Clue words in the prompt: − Verbs like name, list, identify, recall − Descriptions like briefly − Format words such as paragraph,

sentences, short answer, short constructed response

• When simple information is requested—such as recalling and demonstrating understanding of facts or information

Example: Cellular respiration is basic to life on Earth. What happens during cellular respiration? Briefly describe the process.

Directions: Determine if a response to each of the following prompts will or will not require a conclusion. Be ready to discuss reasons for your answer.

1. Cellular respiration is basic to life on Earth. Explain why, and then describe each part of the process in detail.

2. In The Most Dangerous Game, the main character, Rainsford, faces several conflicts. List three of the key conflicts in the plot.

3. List possible ways to stimulate an economy. Propose one way to improve the current U.S. economy, describe how this method would do so, and argue why this method is the best choice.

Conclusion required: why and describe make a two-part question; in detail

also indicates a longer response.

No conclusion required; a simple list indicates a shorter response.

Conclusion required: list, propose, describe, argue indicate four parts to the response.



9

Before ClassNote: The sample assessment used in this strategy mimics the format of the Step Up to Writing assessments, available at www.stepuptowriting.com. These writing assessments require students to read and respond to authentic texts within a single class (approx. 50–60 minutes). If desired, you may adapt this strategy by replacing the Step Up to Writing assessment with a different writing assessment.

1. Make a display copy of Tool T9-9a. (Student copies are optional.) 2. Make a display copy of the assessment: Tools T9-9b, T9-9c, T9-9d,

and T9-9e. (If you are preparing students for a different writing assessment, prepare a display copy of the assessment.)

3. Assemble an assessment packet for each student, which should include student copies of Tools T9-9b, T9-9c, T9-9d, and T9-9e. (If you are preparing students for a different writing assessment, create a sample assessment packet for each student using applicable assessment materials.)

4. Ensure that students have several sheets of lined paper available to draft their responses to the question or prompt.

During Class 5. Remind students that they cannot discuss the details of a

standardized assessment during the assessment, so it is helpful to ask questions and prepare tips or strategies for taking the assessment ahead of time.

6. Display Tool T9-9a. Discuss the tips for preparing for a standardized writing assessment.

• Help students familiarize themselves with an upcoming writing assessment by answering each of the questions on the Tool for the upcoming assessment. Have students write notes on their own paper.

Simulating Standardized Writing Assessments T9-9

Objective CCSS ELA

Students learn the features of standardized writing assessments and practice budgeting time, reading and citing authentic text, and planning writing.

Grades 9–10 W 4, 9, 10; S/L 1

Grades 11–12 W 4, 9, 10; S/L 1

Tool T9-9a

Tool T9-9a



Name: _______________________________________ Date: ________________

Tips for Standardized Writing Assessments

1. Get to know the format of the test.

• How many sections are on the test? • Is it paper and pencil or computer-based? • How long will I have for each part of the test?

2. Find out what types of questions will appear on the test.

• Will there be multiple-choice questions? • Will there be short-answer questions? • Will there be an extended-response or essay question? • Are there any special kinds of questions I should know how to answer

(e.g., two-part, fill-in-the-blank, grammar)?

3. Find out what types of writing prompts will appear on the test.

• Will I be asked to read sources and use them in my response? • Will I be asked to answer an open-ended question using only my

background knowledge and personal experience?

4. Find out how your writing will be graded.

• Look for grading rubrics or other scoring information. • Look for sample student responses that have been scored.

Tool T9-9b




In 1852, with the world rushing in to California and gold coursing out, senators in Washington, D.C., met in executive session to consider 18 treaties made with Indians across California. Treaties with Indians, like those with foreign governments, required ratification by the Senate, and ratified Indian treaties had the status of an agreement made with a sovereign nation. Unratified treaties had no force.

As roads not taken, unratified treaties could be easily forgotten. Senate rules requiring strict confidence in deliberations on treaty matters inadvertently contributed to forgetting. This appeared to be the fate of the California Indian treaties, which were rejected by the Senate. But the treaties acquired a second life when senators at the dawn of the 20th century were forced to confront this action of their gold rush–era predecessors.

California had been densely populated by several hundred thousand natives before European contact. Under Spanish and Mexican rule, many thousands were lost to disease and forced labor. The gold rush of 1849 brought massive streams of outsiders who overran much more of the state. Over the following decades, the Indians were murdered, killed by disease, or driven from their lands and livelihoods by miners and settlers.

In much of the western United States, the federal government extinguished native title to Indian lands by treaty. Treaties typically required the Indians to reduce their land holdings or move to areas that were not desired by whites. This was the intent of the California Indian treaties, which were made between the United States and Indian groups in California between 1851 and 1852 under three U.S. commissioners.

The Indians ceded title to their land to the United States and agreed to accept reservations, while the government pledged to pay for the ceded land and permanently set aside the reservations for Indian use.

When the treaties came up in executive session of the U.S. Senate, the senators found them problematic. It was unclear if Mexico—from which California was acquired—recognized native land titles. If Mexico did not, then Indians in California came under U.S. sovereignty without legal claims to the land. Furthermore, the commissioners’ appointments were irregular, and in the wake of the gold rush, white Californians strongly objected to the treaties.

For these reasons, the Senate rejected the treaties and, following Senate rules, imposed an injunction of secrecy on them. The record copies of the treaties were returned to the Department of the Interior; only the copies printed for use by senators fell under the secrecy action.

The treaties were never truly secret. The work of the commissioners was public knowledge at the time, contemporary publications mentioned the unratified treaties, and the Indians had their own copies of the treaties. Several scholars examined the treaties in the 1880s and 1890s. Even so, they languished, largely lost and forgotten.

With the treaties rejected, Indian title to the land was left unresolved. A series of executive orders and a congressional act in 1891 led to the creation of small, scattered reservations of varying quality for Indians in Southern California.

Northern California had only two reservations in 1900, at Hoopa and Round Valley; a third was at Tule River in central California. The number of Indians living outside their borders was unknown. These uncounted, nonreservation Indians had virtually no legal rights, protections, or government support.

The Northern California Indian Association (NCIA) found the situation deplorable. This organization of white reformers bent on educating, civilizing, and uplifting the landless California Indians embarked on a campaign to provide them with relief in the early 1900s.

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ratification: approval sovereign: independent cede: to give up

Source #1

From “The Secret Treaties with California’s Indians”by Larisa K. MillerUsed with permission of the author.

Tool T9-9c

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T9-9c Writing for Assessments



Source #2

From “Statement of Senator Thomas R. Bard”Courtesy of the Government Printing Office.

This passage is an excerpt from Senator Bard’s address at the Senate hearings to discuss Indian affairs in the United States, 1905.

The conditions in southern California, with which I am more familiar, are these: There are some eighteen or twenty, or more, bands of Indians with whom, in early times, treaties have been negotiated but never ratified, but they have come under the general classification of Mission Indians—they are civilized. Some of these bands have been driven by degrees back into the mountains—really, they belong there; but the lands which are of any value have been taken by whites and these Indians have been forced into canyons, where they have been attempting to live. . . .

The lands shown as reservations were marked out in the office here years ago, and there is nothing there except rocks and little patches of arable land along the creeks. . . . Now, these other bands of Indians are in the hills, and starving, and what is desired is not to furnish them with large quantities of land, but to give them in addition to what they have a few more acres, here and there, that will be sufficient to maintain them. It would be almost cruelty to remove them from the high mountains, where they are, to the lower valleys; they have always lived as mountain Indians, and it would not be desirable to do that.

Source #3

California Land Allocations 1851–1852: Areas to be Ceded by and Reserved for American Indians

arable: suitable for growing crops

= Land supposedly given up by Indians in the 1851–1852 treaties

= Land that was intended to be reserved for the Indians to occupy, as authorized by the U.S. President

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SECTION


SECTION 9 7. Display the assessment, and hand out the student assessment

packets (Tools T9-9b, T9-9c, T9-9d, and T9-9e). Explain that this is a sample test to help students familiarize themselves with the format and questions on the test.

• Read and discuss each section of the test.• Review the types of questions, and discuss tips for answering

each type (e.g., direct questions, questions that require inference, two-part questions).

• Discuss tips for marking the sources during reading (e.g., underlining main ideas, marking key words, writing questions or comments in the margins). (See strategy T2-2 Prompts for Three Types of Writing.)

Note: Some standardized assessments may not require students to read sources or may not allow them to mark the tests.

• Read the prompt for the writing assignment(s). Have students analyze the prompt or question by identifying the following:

− The type of text required (informative/explanatory, argument, narrative)

− The expected length of the response − The topic and purpose of the writing − Any other requirements (e.g., Do they need to include citations for sources or texts? Should it be written in a particular point of view?)

− Grading criteria (e.g., rubric, checklist) 8. Have the class work together to answer a few of the test questions

(Tool T9-9d) or brainstorm ideas for the writing assignment (Tool T9-9e).

• As needed, model strategies for answering questions, planning writing, etc. 9. Have students work independently to complete the assessment.

• To help students practice time management, provide them with a time limit for the assessment that represents the actual time allowed.

10. Collect students’ assessments or have students self-assess their work. If you are using the sample Step Up to Writing assessment (Tools T9-9b, T9-9c, T9-9d, and T9-9e), see the following charts for guidance on scoring.

Tool T9-9d

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T9-9d Writing for Assessments



Questions

Directions: Refer back to the sources. Fill in the correct bubble to answer the questions.

1. According to source #1, what was the main purpose of treaties between American Indians and the U.S. government in California? A to protect American Indians’ landsB to trick American Indians into forced labor C to take away American Indian reservation landD to move American Indians to less desirable land

2. According to source #1, what was one reason some California treaties were rejected by the Senate? A It was unclear if the treaties were legal. B The treaties would cost too much money to enforce.C The American Indians refused to hand over native land titles. D The senators did not have access to the full treaty documents.

3. PART A: What is Senator Bard’s main argument in source #2?A American Indians should be moved out of Southern California.B American Indians should be given higher quality land.C American Indians should be given large quantities of land. D American Indians should fight to ratify the treaties with the government.

4. PART B: What can you infer about Bard based on his argument in source #2? A He believes none of the land in California is suitable for American Indians. B He is an American Indian.C He wants to get the treaties stricken from Congressional records.D He wants to help American Indians, but only in a limited way.

5. What conclusion could be reached based on the information in all three sources?A The U.S. government purposely kept the treaties with American Indians hidden

from senators and the American public.B Even if the government had approved the treaties, American Indians would still

have lost large amounts of land.C Both the U.S. government and the American Indians profited from the California

gold rush.D The U.S. government never attempted to reserve land for American Indians.

Tool T9-9e

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T9-9e Writing for Assessments



Prompt: Write a short essay explaining what caused the U.S. government to draft treaties with American Indians in California. Then explain the effects of those treaties on the American Indians. Use details from at least two of the sources in your response.

Directions: 1. Plan in the space provided below. 2. Write your response on separate pages.

Checklist: Use this checklist to do your best writing. The items below directly relate to essay scoring:☐ Write a clear introduction with topic sentence.

☐ Present ideas in logical order, with transitions.

☐ Support your essay with important ideas and details from the sources.

☐ Write a conclusion that supports the topic and follows from the ideas presented.

☐ Use precise word choice and varied sentence structures.

☐ Use appropriate formal style, objective tone, and standard English.

☐ Edit for proper conventions, grammar/usage, punctuation, and spelling.

☐ Proofread the final copy.

Planning Space: Use the following space to plan your writing.



9Question 1: According to source #1, what was the main purpose of treaties between American Indians and the U.S. government in California?

A to protect American Indians’ lands

While the treaties did offer American Indians some land in exchange for giving up their native land rights, the main purpose of the treaties was for the U.S. government to gain land, not to protect it.

B to trick American Indians into forced labor

The article mentions that American Indians were forced to labor under Spanish and Mexican rule, but not by the U.S. government.

C to take away American Indian reservation land

The treaties moved American Indians onto reservations; it did not take away their reservation land.

D to move American Indians to less desirable land

The article explicitly states that the treaties moved American Indians to “areas that were not desired by whites.”

Question 2: According to source #1, what was one reason some California treaties were rejected by the Senate?

A It was unclear if the treaties were legal.

One reason the treaties weren’t ratified is that there was question about whether Mexico (from which California was obtained) recognized native land titles. If it did not, then, according to the Senate, American Indians in California didn’t have any legal rights to the land.

B The treaties would cost too much money to enforce.

Although it may have cost a lot of money to ratify the treaties, the article doesn’t state this was a reason the treaties weren’t ratified.

C The American Indians refused to hand over native land titles.

The source makes no reference to American Indians resisting or refusing to comply with the treaties.

D The senators did not have access to the full treaty documents.

While the beginning of the article does mention that the Senate meetings were sometimes secretive, there is no indication that the senators at any point had incomplete or missing treaty documents.

SECTION


SECTION 9Question 3: PART A: What is Senator Bard’s main argument in source #2?

A American Indians should be moved out of Southern California.

Bard does not discuss moving American Indians out of the state. Instead, he is advocating for them to get additional land inside California.

B American Indians should be given higher quality land.

When Bard describes American Indian land, he notes that they are “starving” because there is “nothing there except rocks.” He also mentions that “lands which are of any value have been taken by whites.” He argues that American Indians should be given “a few more acres . . . to maintain them.”

C American Indians should be given large quantities of land.

Bard argues the opposite. He says that “what is desired is not to furnish them with large quantities of land,” but rather to give them “a few more acres, here and there” (emphasis added).

D American Indians should fight to ratify the treaties with the government.

Bard does not want American Indians to ratify the treaties made with the U.S. government. In fact, he points out that the treaties unfairly left American Indians with very little habitable land.

Question 4: PART B: What can you infer about Bard based on his argument in source #2?

A He believes none of the land in California is suitable for American Indians.

Bard requests limited land for the American Indians. The details do not support this inference.

B He is an American Indian. There is no evidence to indicate that Bard is himself an American Indian. In fact, he is likely white.

C He wants to get the treaties stricken from Congressional records.

Bard mentions that the treaties were never ratified, but does not make any statements implying that the treaties should be removed from government records.

D He wants to help American Indians, but only in a limited way.

Bard wants to give the starving people “a few more acres, here and there.” However, he makes a point of saying that he does not want to give them too much: “what is desired is not to furnish them with large quantities of land” (emphasis added).



9Question 5: What conclusion could be reached based on the information in all three sources?

A The U.S. government purposely kept the treaties with American Indians hidden from senators and the American public.

In source 1, the author states that the “treaties were never truly secret.” The author also mentions that “white Californians strongly objected to the treaties,” meaning they were aware of the documents.

B Even if the government had approved the treaties, American Indians would still have lost large amounts of land.

According to source 1, the treaties required the American Indians to give up land rights in exchange for reservation land. Source 3 shows that the reservations were considerably smaller than the original land holdings. And source 2 notes that the reservations were nothing other than “little patches of arable land.” This implies that even if the treaties had been accepted, American Indians would have lost their high-quality land and moved to less desirable land.

C Both the U.S. government and the American Indians profited from the California gold rush.

There is no evidence that American Indians profited from the gold rush. In fact, source 1 states that American Indians were driven from their land by gold miners.

D The U.S. government never attempted to reserve land for American Indians.

All sources have evidence that the treaties did in fact have land reserved for the American Indians. Even though the treaties were never ratified, the U.S. government did map out reservations.

Essay Scoring

Note: Because the writing prompt calls for informative/explanatory writing, student responses can be scored using the rubric on Tool T4-52a (Informative/Explanatory Essay and Report Scoring Guide).

For a full score, students’ essays should discuss some combination of the following information:

• Causes of the treaties: The California gold rush brought new settlers to the area; the U.S. government wanted rights to the land, especially because it became more valuable during the gold rush.

• Effects of the treaties: The treaties were never ratified; without ratified treaties, the American Indians had no legal rights or protections; they lost their land and were forced into areas that, for the most part, couldn’t be farmed or used for basic living.

SECTION


SECTION 9

Differentiation: Performance Tasks

If students need help budgeting their time for each section of the assessment or need additional support navigating the reading and writing portions of the Step Up to Writing assessments, use Tool T9-9f. If students will be required to answer multiple-choice questions about grammar and writing, use strategy T9-8 Multiple-Choice Questions about Writing.If students need more support writing extended responses, use strategy T9-6 Extended Responses and Essay Questions or strategy T9-7 Extended Narrative Responses.

Tool T9-9f

Tool T9-9f

©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T9-9f Writing for Assessments


Name: _______________________________________ Date: ________________

Taking Performance AssessmentsBudget: Time Available • Preview the assessment—what tasks will you need to complete in this time? • Decide how much time to spend on each one.

Task Time

Rea

din

g Read the source material provided.

Answer questions.

Wri

ting

Read the prompt carefully and plan your writing.

Draft your response.

Revise and edit (and create a final copy if required).

Total (The number in the Total box should match the number on the Time Available line.)

Tips

• Read carefully, including test directions, source materials, questions, and writing prompt.

• Keep your eye on the time, and compare your progress to your time budget. • Scan for completion, and double-check your answers before submitting your work.

Tips for Reading

• Answer all questions for a passage at one time before reading another passage. • Read all answers and rule out answers before choosing the best one. • Write complete sentences, including details to show your understanding.

Tips for Writing

• Plan your writing with outlines or sketches. • Focus on the draft; spend most of your time on drafting and revising. • Refer to the sources; use the source material provided to support and inform your writing.

Before Class 1. Make a display copy of Tool T9-10a. (Student copies are optional.) 2. Select a writing prompt from www.stepuptowriting.com or one

representative of standardized state or district tests. Or, prepare a prompt based on a topic from students’ content-area studies.

3. Ensure that a clock or timer is available for students.

During Class 4. Discuss students’ experiences with timed writing tests or assignments. Tell them

that planning how to use the allotted time and practicing following their plan will give them confidence and help them achieve better results.

5. Display Tool T9-10a. Read and discuss each of the tips.• Add ideas to the Tool, as appropriate.• Point out that computer-based tests often include a “time remaining” feature.

6. As a class, create a budget on the right side of Tool T9-10a for a timed writing test.• Use a number of “Total Minutes” that might be expected for a real test.

(College entrance exams often run 25 or 30 minutes; the Tool shows sample budgets for each of these times.) Or, use a time frame that reflects other upcoming writing assessments.

Writing for Timed Tests and Assignments T9-10

Objective CCSS ELA

Students learn to budget time wisely when planning and drafting responses for timed writing assessments.

Grades 9–10 W 4, 10; S/L 1

Grades 11–12 W 4, 10; S/L 1

Tool T9-10a

Tool T9-10a



Name: _______________________________________ Date: ________________

Tips for Timed Writing TestsDO

• Practice using the same amount of time you will have for the real test.

Total Minutes

• Analyze the prompt. Identify key words: purpose, format, specific details. Look at the space available to determine the expected length, if the prompt does not indicate it.

• Plan quickly—leave most of your time for writing. – Informative/explanatory or argument writing: create a short

informal outline – Narrative writing: make quick sketches and quick notes

• Draft. Spend most of your time writing your draft.

• Revise. Make sure you have completed all parts of the prompt; revise if needed.

• Edit. If you have time, briefly check for and correct errors.

• Focus on what you know rather than on what you don’t know. • Be clear and concise. • Be aware of time. • •

DON’T

• Prewrite—begin with planning. • Spend too much time rewriting. • Worry if you run out of time. • •

25 30

2 2

3 3

15 20

3 3

2 2

Maureen Auman


(800) 547-6747 • www.voyagersopris.com

Step Up to Writing offers educators explicit, systematic instruction for every aspect of writing. This flexible, strategy-based program has been completely revised and updated to meet the writing standards students need to be college and career ready.

Step Up to Writing provides students with rigorous practice in: • Informative/explanatory, argument, and narrative writing, with emphasis

on writing formal, well-reasoned arguments• The writing process—prewrite, plan, draft, revise, edit, write final copy,

proofread, and share/publish• Research skills to build and present knowledge, with emphasis on

discipline-specific content• Strategic use of technology for research, collaboration, and publishing• College and career preparation, including interviewing, writing a proposal,

and writing an application essay• Presentation and discussion skills• Vocabulary, grammar, and conventions

All new formal assessments challenge students to write in response to grade-level-appropriate texts and provide instructors with meaningful data that can help guide instruction. The easy-to-use data tracking and analysis tools save teachers time as they quickly identify areas of strength and weakness for individual students and entire classes.

4th Edition

4th edition maureen auman - voyager sopris learning · teacher edition • grades 9–12 iii meet...

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