Download - Writing Workshop Nov. 14, 2013
Writing WorkshopWriting WorkshopNov. 14, 2013Nov. 14, 2013
Presented by:Presented by:Carrie CurryCarrie Curry
Cheryl LidskyCheryl Lidsky
TESTING DATESTESTING DATES
APRIL 1: Revising, Editing, One APRIL 1: Revising, Editing, One CompositionComposition
April 2: Revising, Editing, One April 2: Revising, Editing, One CompositionComposition
Performance Level DescriptorsPerformance Level Descriptors
Three Levels of PerformanceThree Levels of Performance Level I: UnsatisfactoryLevel I: Unsatisfactory Level II: SatisfactoryLevel II: Satisfactory Level III AdvancedLevel III Advanced
3 T Chart for Narrative and 3 T Chart for Narrative and Expository WritingExpository Writing
Two Distinct Styles of WritingTwo Distinct Styles of Writing
Narrative Writing ProcessNarrative Writing Process
BrainstormBrainstorm Magnify OnceMagnify Once Magnify TwiceMagnify Twice Story Web/Story Map/Story OutlineStory Web/Story Map/Story Outline Rough DraftRough Draft Revise/EditRevise/Edit Final CopyFinal Copy Reread for Accuracy (Make Corrections!)Reread for Accuracy (Make Corrections!)
Distinctive WritingDistinctive Writing
Primary “Causes”Primary “Causes” Character DevelopmentCharacter Development Higher Level InsightHigher Level Insight Object PlacementObject Placement Story Twists/SurprisesStory Twists/Surprises Roller Coaster of EmotionsRoller Coaster of Emotions At least one “starred” paragraphAt least one “starred” paragraph
Distinctive Distinctive WritingWriting
““Secondary Causes”Secondary Causes” Unique TransitionsUnique Transitions Awesome VocabularyAwesome Vocabulary Elaborate DescriptionsElaborate Descriptions Poignant Conversation Poignant Conversation
Distinctive WritingDistinctive Writing
““Symptoms”Symptoms” Legible HandwritingLegible Handwriting Consistent/Correct Spelling of Common Consistent/Correct Spelling of Common
WordsWords Effective Grammatical ConceptsEffective Grammatical Concepts Incredible Introductions/ConclusionsIncredible Introductions/Conclusions Catchy TitleCatchy Title
Expository WritingExpository Writing
InformativeInformative Informative & Why*Informative & Why* Procedural How ToProcedural How To Masked ProceduralMasked Procedural ClassificatoryClassificatory
Expository Writing ProcessExpository Writing Process
BrainstormBrainstorm ““The Big I” or I-Write PlanThe Big I” or I-Write Plan Rough DraftRough Draft Revise/EditRevise/Edit Final CopyFinal Copy Reread for Accuracy (Make Corrections!)Reread for Accuracy (Make Corrections!)
The I-Write PlanThe I-Write Plan“The Big I”“The Big I”
The planning tool for expository writingThe planning tool for expository writing
How & Why CAFEHow & Why CAFE
Strategies to improve expository writingStrategies to improve expository writing Brief “splashes”, not “swimming”Brief “splashes”, not “swimming”
HowHow WhyWhy CautionCaution AnecdoteAnecdote FactFact ExampleExample
Following Slides taken Following Slides taken from TEPSA from TEPSA
Presentation by:Presentation by:Victoria YoungVictoria YoungDirector of Reading, Writing, and Director of Reading, Writing, and Social Studies AssessmentsSocial Studies AssessmentsTexas Education AgencyTexas Education Agency
In a Nutshell—Lower Score RangeIn a Nutshell—Lower Score Range
Typical ProblemsTypical Problems• Wrong or weakly matched organizational Wrong or weakly matched organizational
structure/form for purposestructure/form for purpose• personal narrative instead of expositorypersonal narrative instead of expository• fantasy instead of personal narrative fantasy instead of personal narrative • expository instead of personal narrativeexpository instead of personal narrative• Weak, evolving, or nonexistent central ideaWeak, evolving, or nonexistent central idea• negatively affects focus and coherence; negatively affects focus and coherence;
causes the writer to “jump” from idea or causes the writer to “jump” from idea or idea or exclude extraneous informationidea or exclude extraneous information
In a Nutshell—Lower Score RangeIn a Nutshell—Lower Score Range
Typical ProblemsTypical Problems• Wasted space: repetition, wordiness, looping/ Wasted space: repetition, wordiness, looping/
meandering, meaningless introductions and meandering, meaningless introductions and conclusions, development that does not contribute conclusions, development that does not contribute (e.g., the “bed-to-bed” approach)(e.g., the “bed-to-bed” approach)
• Inclusion of too many different ideas for one page Inclusion of too many different ideas for one page (26 lines)(26 lines)
• General/vague/imprecise use of languageGeneral/vague/imprecise use of language• Essay poorly craftedEssay poorly crafted• Weak written language conventions (errors evident Weak written language conventions (errors evident
in spelling, capitalization, punctuation, grammar, in spelling, capitalization, punctuation, grammar, and usage; lack of sentence boundaries)and usage; lack of sentence boundaries)
In a Nutshell—Higher Score RangeIn a Nutshell—Higher Score Range
Typical StrengthsTypical Strengths• Strong match between structure/form and Strong match between structure/form and
purposepurpose• Explicit central (controlling) idea and Explicit central (controlling) idea and
sustained focussustained focus• ““Narrow and deep” development with no Narrow and deep” development with no
wasted words or space Think wasted words or space Think QualityQuality overover QuantityQuantity
Both planning and revision absolutely essential Both planning and revision absolutely essential since students don’t have the space to “write since students don’t have the space to “write their way into” a better piece.their way into” a better piece.
In a Nutshell—Higher Score RangeIn a Nutshell—Higher Score Range
Typical StrengthsTypical Strengths• Introduction and conclusion short but Introduction and conclusion short but
effectiveeffective• Specific use of languageSpecific use of language• Essay well craftedEssay well crafted• Strong written language conventionsStrong written language conventions
Remember: “Strong” doesn’t mean Remember: “Strong” doesn’t mean “perfect”!“perfect”!