overview of interdisciplinary writing unit for informational and persuasive writing by laura poss...
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Overview of Interdisciplinary Writing Unit for Informational and Persuasive Writing
By Laura PossValdosta State UniversityREAD 7140Summer 2006
Third Grade Test
Scored by the six stages of writing
Scoring based on content, personal expression, and surface features.
Students need a wide variety of writing samples in portfolio.
Six Stages of a Writer The Emerging
Writer
The Developing Writer
The Focusing Writer
The Experimenting Writer
The Engaging Writer
The Extending Writer
Six Stages Continued
Third Grade Students should be writing at the Engaging Stage- topic well developed,
clear beginning, middle, and end, audience awareness, varied language and sentences, and errors that do no interfere with readers understanding
or
Six Stages Continued
Third Grade Students should be writing at the Extending Writer- topic elaborated with
details, organization that sustains purpose and moves reader, audience awareness, varied sentence patterns, creative and novel language, errors that do not interfere with reader’s understanding
Stages of the Writing Process
Prewriting- get ready to write Drafting- writing ideas into sentences Revising- add details Editing- check for grammatical errors Publishing-making it neat and sharing
Unit 1
Grade Level: 2nd
Genre/Mode of Writing: Informational: Comparing and Contrasting
Content Area Connection: Social Studies
Informational Writing
Compare and Contrast
Used to explain how two or more things are alike or different.
Informational Writing
Content Area Connection SS2H1 The student will read about
and describe the lives of historical figures in Georgia history. b. Describe how everyday life of these
historical figures is similar and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms).
Informational Writing Pre-assessment
After discussing the pilgrims, the students are to:
Get out pencil and paper
Write a compare and contrast essay on how the pilgrims lived compared to how we live today.
Grouping Options: Teachers Instructional Needs
Prewriting, Drafting, Publishing Whole group- emphasizing direct
instruction, this is a quick and easy way for the entire class to participate and ask questions (practice activity), increases time on task behavior
Individual- this way I can see what the students actually understand about prewriting
Revising and Editing: Whole group- emphasizing direct
instruction, this is a quick and easy way for the entire class to participate and ask questions (practice activity), increases time on task behavior
Partners- this will allow someone else to look at the paper and help catch errors and mistakes as well as suggestions for improvement.
Grouping Options: Teachers Instructional Needs
Grouping Options: Students Needs
Deaf/Hard of Hearing: Use of an interpreter will be provided
and in full view of student English as a Second Language:
Placed next to students that know the language fairly well, and are able to use media to help with language difficulties
Grouping Options: Students Needs
Learning Disabled: Placed around the room where they are
able to receive help from peer or teacher when needed as well as any technology.
Emotional Behavior Disorder: Are arranged so that they are sitting
next to someone they work well with As with all students monitor to make
any changes you deem necessary.
Prewriting
Stage in which we get ready to write Brainstorm Consider:
Audience Form
Use Graphic Organizer
Prewriting
Practice Student’s pick topic and brainstorm
together about the idea using a shared writing technique
Assessment Students are to complete own graphic
organizer: Compare and Contrast lifestyle of Sequoyah and now
Compare and Contrast Graphic Organizer
Name _____________________________ Date____________________
Topic____________________________________________________
______Then__________ ____Now_______________
Poss, L. (2006). Compare and Contrast Graphic Organize. Unpublished manuscript, Valdosta State University, Ga.
How Alike?
How Different?
Name__________________________________ Date_______________________
Checklist for Compare and Contrast Graphic Organizer___1. Is my name on the paper?___2. Is today’s date on the paper?___3. Do I have a topic?___4. Are my concepts complete?___5. Do I have at least three reasons why they are alike?
__1, __2, __3 ___6. Do I have at least three reasons why they are different?
__1, __2, __3___7. Under the differences did I include how they are different?
I need at least a two-word explanation.__1, __2, __3
Poss, L. (2006) Prewriting Checklist. Unpublished manuscript. Valdosta. State University, Ga.
Name___________________________ Date_________________________
Scoring Guide for the Prewriting Stage of the Writing Process
Exceeds Standards 4 points
Meets Standards 3 points
Progress Toward 2 points
Needs Improvement
1-0 points Places name and date on their paper
Has both name and
date
Has name on the paper.
No name or date on the
paper. Graphic
Organizer Parts
Has topic, concept 1,
concept 2, 3 ways the
topic is alike, and 3 ways the topic is different.
Has topic, concept 1, concept 2, ways the
topic is alike, and ways the
topic is different.
Has more than two
items missing from their
graphic organizer
Did not attempt to do the graphic organizer.
Topic Stays on topic and gives
more information
than is needed
Stays on topic and gives required
amount of information
Starts on topic and then does not stay
on topic
Does not include
information about chosen
topic. Prewrites to
Generate Ideas
The student stays on task completes the
prewriting process
The student does not try to come up with
ideas
Total Number of points _______________ * 12 points is the criteria for mastery. Poss, L. (2006) Prewriting Scoring Guide. Unpublished manuscript. Valdosta State University, Ga.
Accommodations/Modifications
Provide support Use of word processors for poor
writers Use of drawing for students to gather
thoughts
Drafting
Write ideas on paper Focus on content Skip lines for later use Write on only front of paper
Drafting
Practice Using the shared writing graphic
organizer the students and teacher will compile a draft
Using their own graphic organizer, the students are to compile a draft
Name______________________ Date________________
Checklist for the Drafting Stage
___1. Did I use the ideas from my graphic organizer?
___2. Did I skip lines?
___3. Did I add details? (You don’t have to)
___4. Did I take out details? (You don’t have to)
___5. Did I skip lines?
___6. Did I use… __sentences __paragraphs ___7. Do I have a __beginning __middle __end
Poss, L. (2006) Drafting Checklist. Unpublished manuscript. Valdosta. State University, Ga.
Name____________________________ Date______________________
Scoring Guide for Drafting Stage
Exceeds Standards
4
Meets Standards
3
Progress Toward
Standards 2
Needs Improvement
1-0
Used Graphic Organizer
Used all of graphic
organizer to complete paper
and added more
Included all information from graphic
organizer
Included some information from graphic
organizer
Did not include anything on the
graphic organizer
Sentences All sentences had a subject
and verb
Most sentences had a subject
and verb
Some sentences had a subject
and verb
Few sentences had a subject
and verb Paper
Organization Skipped lines,
had a title, name, date, and paragraph form
4 out of 5 elements were
there
3 out of 5 elements were
there
2 or less elements were
there
Content Paper has a clear
beginning, middle, and
end
Paper has a beginning,
middle, and end
Paper has 2 out of 3 elements
there
No clear beginning,
middle, and end.
Paragraphs Paper is written with many paragraphs
Some paragraphs
Few paragraphs No paragraphs
Total Number of Points ______________ *15 points is the total number needed for mastery. Poss, L. (2006) Drafting Scoring Guide. Unpublished manuscript. Valdosta. State University, Ga.
Accommodations/Modifications
English as a Second Language Provide clarification of any questions
Deaf/Hard of Hearing Interpreter
Accommodations/Modifications
Learning Disabled Provide assistance Use of word processor Another transcriber
Emotional Behavior Disorder Sit them next to someone they work well
with Monitor behavior
Revising
Work by yourself or with a partner Add, Delete, Rearrange information Use proofreading marks for revising
Revising
Practice Activity Students will revise the shared pen draft.
They will use all of the revising skills we learned
Assessment Activity Students will work with partners to revise
their own draft- make sure they use proofreading marks, and read and write on their own paper
Name __________________________ Date_______________
Checklist for Revising Stage___1. Did I add details?___2. Did I delete details?___3. Did I move details around?___4. Did I use the proper proofreading marks?___5. Did I read my paper to my partner?___6. Am I the only one that wrote on my paper?___7. Did we talk about the likes____ and ___dislikes of my paper?
Poss, L. (2006) Revising Checklist. Unpublished manuscript. Valdosta. State University, Ga.
Name_____________________________________ Date_______________________________
Scoring Guide for Revising Stage
Exceeds Standards 4 points
Meets Standards 3 points
Progress Toward Standards 2 points
Needs Improvement 1-0 points
Reading to Partners
Reads to self and others to gather suggestions
Reads to self to gather information
No effort with partners
Details Added, Deleted, and moved details
Some added, deleted, and moved details
Few added, deleted, and moved details
No details added, deleted, or moved
Proofreading Marks
Used proofreading marks
Did not use proofreading marks
Checklist I followed and answered all information on the checklist
I followed and answered some information on the checklist
I followed and answered few information on the checklist
I did not follow the checklist
Total Points earned____________ *Points need for mastery is 12 Poss, L. (2006) Revising Scoring Guide. Unpublished manuscript. Valdosta. State University, Ga.
Accommodations/Modifications
English as a Second Language Provide clarification of any questions English/Spanish dictionary
Deaf/Hard of Hearing Interpreter
Accommodations/Modifications
Learning Disabled Provide assistance Use of word processor Another transcriber
Emotional Behavior Disorder Sit them next to someone they work well
with Monitor behavior
Editing
Correct punctuation, spelling, capitalization
Read slowly word by word looking for mistakes
Use proofreading marks
Editing
Practice Activity To be done in pairs Work with a different partner to look for
mistakes in the class paper Assessment Activity
In pairs look for mistakes in your paper Read each word slowly Correct anything you see
Name______________________ Date______________
Checklist for Editing Stage
___1. All words spelled correctly
___2. All sentences have ending punctuation
___3. All words that are proper nouns capitalized
___4. Did I use the proofreading marks correctly?
___5. Did I read it to my partner slowly?
___6. Did I offer suggestions?
___7. Did I write the suggestions down that I wanted to use?
___8. Did I write in a different color pen?
Poss, L. (2006) Editing checklist. Unpublished manuscript. Valdosta. State University, Ga.
Name___________________________________ Date_________________________
Scoring Guide for Editing Stage
Exceeds Standards 4 points
Meets Standards 3 points
Progress Towards Standards 2 points
Needs Improvements
1-0 points
Reading Aloud Reads aloud slowly to make
corrections
Does not read aloud
Spelling Makes spelling corrections
Makes most spelling
corrections
Makes few spelling
corrections
Makes no spelling
corrections Uses
proofreading marks
Uses marks to show changes in the paper
Uses some marks to show changes in the
paper
Makes few marks to show changes in the
paper
Does not use proofreading
marks
Pen Used a different color
pen
Did not use a different color
pen Punctuation No punctuation
errors Few
punctuation errors
Many punctuation
errors Total Points Earned_____________
*15 points needed for mastery
Accommodations/Modifications
English as a Second Language Provide clarification of any questions English/Spanish dictionary
Deaf/Hard of Hearing Interpreter
Accommodations/Modifications
Learning Disabled Provide assistance Use of word processor Another transcriber
Emotional Behavior Disorder Sit them next to someone they work well
with Monitor behavior
Publishing
Rewriting your work Make it neat and clean Don’t skip lines Add/delete information from revising
and editing
Publishing
Practice Activity Have the students take turns writing out
the class paper you have written. Practice neat handwriting skills
Assessment The students will complete their own
paper by writing a clean copy. When finished, they may share their
work
Name______________________ Date___________________
Publishing Checklist
___1. Did I include all my changes I made to my draft?
___2. Did I use neat handwriting?
___3. Did I spell correctly?
___4. Did I use proper
___Punctuation
___Capitalization
___Sentence structure
___5. Am I happy with it enough to turn it in?
Poss, L. (2006) Checklist for Publishing. Unpublished manuscript. Valdosta. State University, Ga.
Name_____________________________ Date_____________________________
Scoring Guide for Publishing
Exceeds Standards 4 points
Meets Standards 3 points
Progress Toward
Standards 2 points
Needs Improvement
1-0 points
Handwriting Neat and legible
Legible but not neat
Neither neat nor legible
Sentences Complete sentences with
subject verb agreement
Mostly complete
sentences with subject verb agreement
Few complete sentences with
subject verb agreement
Little to no complete
sentences with subject verb agreement
Spelling No spelling errors
Few spelling errors
Some spelling errors
Many spelling errors
Punctuation No punctuation or capitalization
errors
Few punctuation
and capitalization
errors
Some punctuation
and capitalization
errors
Many punctuation
and capitalization
errors
Total number of points earned_____________________ *12 points need for mastery
Poss, L. (2006) Scoring guide for Publishing. Unpublished manuscript. Valdosta. State University, Ga.
Accommodations/Modifications
English as a Second Language Provide clarification of any questions
Deaf/Hard of Hearing Interpreter
Accommodations/Modifications
Learning Disabled Provide assistance Use of word processor Another transcriber
Emotional Behavior Disorder Sit them next to someone they work well
with Monitor behavior
Unit 2
Grade Level: 2nd
Genre/Mode of Writing: Response to Literature: Persuasive Writing Persuasive Letters
Content Area Connection: Language Arts/ Literature
Persuasive Writing
Persuasive Letters
Winning someone your viewpoint or cause
Written to real audiences and mailed Use reason, character, emotion Statistics, cause-effect relationships
Persuasive Writing Content Area Connection
ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
h. Makes connections between text and/or personal experiences.
o. Recognizes the author’s purpose
Persuasive Writing Pre-assessment
The students are to use a pencil and notebook paper.
Write a persuasive letter to their parents to persuade them to buy a toy the student thinks he can’t live without.
Grouping Options: Teachers Instructional Needs
Prewriting, Drafting, Publishing Whole group- emphasizing direct
instruction, this is a quick and easy way for the entire class to participate and ask questions (practice activity), increases time on task behavior
Individual- this way I can see what the students actually understand about prewriting
Grouping Options: Students Needs
Deaf/Hard of Hearing: Use of an interpreter will be provided
and in full view of student English as a Second Language:
Placed next to students that know the language fairly well, and are able to use media to help with language difficulties
Grouping Options: Students Needs
Learning Disabled: Placed around the room where they are
able to receive help from peer or teacher when needed as well as any technology.
Emotional Behavior Disorder: Are arranged so that they are sitting
next to someone they work well with As with all students monitor to make
any changes you deem necessary.
Prewriting
Stage in which we get ready to write Brainstorm Consider:
Audience Form
Use Graphic Organizer
Prewriting
Practice Student’s brainstorm together about
persuading the principal to buy a class pet using a shared writing technique
Assessment Students are to complete own graphic
organizer: Persuading the “thing” in Green Eggs and Ham to eat the green eggs and ham.
PREPARING TO WRITE YOUR LETTER Name: ___________________________________________________Date: ______________
Arguments For _______________________________________________________________
Based on your reading of the source materials, list below the most important arguments, or
points of view, used to support this position. Also, list the evidence or claims which support
each argument.
Arguments For Supporting Evidence or Claims
Graphic organizers: Preparing to write your letter. Retrieved May 17, 2006, from http://coefaculty.valdosta.edu/troot/eced4300/Graphic%20Organizers.htm
Heading
Greeting
Body
Closing
SignatureNike Nike
Cross, D. (2005) Friendly letter man. Valdosta State University, Ga.
Heading (name, address, city, state, zip code)
Greeting (Dear ___________,) Body (see other
graphic organizer)
Closing (Sincerely or Thank you _______)
Signature (sign your name)
Name______________________________________ Date______________________________
Checklist for Prewriting
___1. My name is on my paper. ___2. I have filled out my graphic organizer completely. ___3. Under reasons 1,2,3, I have 3 details. __1 __2 __3 ___4. I stayed on topic.
Name_____________________________________ Date_________________________
Scoring Guide for Persuasive Letter Graphic Organizer
Exceeds
Standards 4 points
Meets Standards 3 points
Progress Toward Standards 2 points
Needs Improvement 1-0 points
Use of Graphic Organizer
Used graphic organizer to write down ideas
Did not use graphic organizer to write down ideas
Reasons Had four reasons for persuading
Had three reasons for persuading
Had two reasons for persuading
Had one or no reasons for persuading
details Have at least three supporting details
Have two supporting details
Have one supporting detail
Have no supporting details
Topic Stays on topic consistently
Stays mostly on topic
Stays on topic but strays a little
Does not stay on topic
Total points earned *12 points needed for mastery Poss, L. (2006) Prewriting Scoring Guide. Unpublished manuscript. Valdosta State University, Ga.
Accommodations/Modifications
Provide support Use of word processors for poor
writers Use of drawing for students to gather
thoughts
Drafting
Write ideas on paper Focus on content Skip lines for later use Write on only front of paper
Drafting
Practice Using the shared writing graphic
organizer the students and teacher will compile a draft
Assessment Using their own graphic organizer, the
students are to compile a draft
Name______________________ Date________________
Checklist for the Drafting Stage
___1. Did I use the ideas from my graphic organizer?
___2. Did I skip lines?
___3. Did I add details? (You don’t have to)
___4. Did I take out details? (You don’t have to)
___5. Did I skip lines?
___6. Did I use… __sentences __paragraphs ___7. Do I have a __beginning __middle __end ___8. Set up like letter __heading, __greeting, __body, __closing, __signature ___9. Did I persuade?
Name____________________________ Date______________________
Scoring Guide for Drafting Stage of Persuasive Writing
Exceeds Standards
4
Meets Standards 3
Progress Toward Standards
2
Needs Improvement
1-0 Used Graphic
Organizer Used all of
graphic organizer to complete
paper and added more
Included all information from graphic organizer
Included some information from graphic organizer
Did not include anything on the
graphic organizer
Sentences All sentences had a subject and
verb
Most sentences had a subject and
verb
Some sentences had a subject and
verb
Few sentences had a subject and
verb Paper
Organization Skipped lines,
had a title, name, date, and
paragraph form
4 out of 5 elements were
there
3 out of 5 elements were
there
2 or less elements were
there
Content Paper has a clear beginning,
middle, and end
Paper has a beginning,
middle, and end
Paper has 2 out of 3 elements
there
No clear beginning,
middle, and end. Paragraphs Paper is written
with many paragraphs
Some paragraphs Few paragraphs No paragraphs
Heading Has heading Does not have heading
Greeting Has greeting Does not have greeting
Body Has body Does not have body
Closing Has closing Does not have closing
Signature Has signature Does not have signature
Persuasion Persuasive words are evident and
argument is evident
Persuasive words and argument are
not yet clear
Total Number of Points ______________ *33 points is the total number needed for mastery.
Accommodations/Modifications
English as a Second Language Provide clarification of any questions
Deaf/Hard of Hearing Interpreter
Accommodations/Modifications
Learning Disabled Provide assistance Use of word processor Another transcriber
Emotional Behavior Disorder Sit them next to someone they work well
with Monitor behavior
Revising
Work by yourself, then with a partner Add, Delete, Rearrange information Use proofreading marks for revising
Revising
Practice Activity Students will revise the shared pen draft.
They will use all of the revising skills we learned
Assessment Activity Students will work with partners to revise
their own draft- make sure they use proofreading marks, and read and write on their own paper
Name __________________________ Date_______________
Checklist for Revising Stage
___1. Did I add details?
___2. Did I delete details?
___3. Did I move details around?
___4. Did I use the proper proofreading marks?
___5. Did I read my paper to my partner?
___6. Am I the only one that wrote on my paper?
___7. Did we talk about the likes____ and ___dislikes of my paper? Poss, L. (2006) Revising Checklist. Unpublished manuscript. Valdosta. State University, Ga.
Name_____________________________________ Date_______________________________
Scoring Guide for Revising Stage
Exceeds Standards 4 points
Meets Standards 3 points
Progress Toward Standards 2 points
Needs Improvement 1-0 points
Reading to Partners
Reads to self and others to gather suggestions
Reads to self to gather information
No effort with partners
Added Details Many details added to enhance the paper
Some details added to enhance the paper.
Few details added to enhance the paper
No details added to enhance the paper
Deleted Details Deleted details to improve the paper
Did not delete details to improve the paper
Moved Details Logical sequencing
Good sequencing Moderate sequencing
Poor sequencing
Proofreading Marks
Used proofreading marks
Did not use proofreading marks
Checklist I followed and answered all information on the checklist
I followed and answered some information on the checklist
I followed and answered few information on the checklist
I did not follow the checklist
Letter set-up Has heading, greeting, body, and closing
Has 3 of the for parts to a letter
Has two of the four parts to a letter
Has not organized it in letter form.
Total Points earned____________ *18 points needed for mastery Poss, L. (2006) Revising Scoring Guide. Unpublished manuscript. Valdosta. State University
Accommodations/Modifications
English as a Second Language Provide clarification of any questions English/Spanish dictionary
Deaf/Hard of Hearing Interpreter
Accommodations/Modifications
Learning Disabled Provide assistance Use of word processor Another transcriber
Emotional Behavior Disorder Sit them next to someone they work well
with Monitor behavior
Editing
Correct punctuation, spelling, capitalization
Read slowly word by word looking for mistakes
Use proofreading marks
Editing
Practice Activity To be done in pairs Work with a different partner to look for
mistakes in the class paper Assessment Activity
In pairs look for mistakes in your paper Read each word slowly Correct anything you see
Name______________________ Date______________
Checklist for Editing Stage
___1. All words spelled correctly
___2. All sentences have ending punctuation
___3. All words that are proper nouns capitalized
___4. Did I use the proofreading marks correctly?
___5. Did I read it to my partner slowly?
___6. Did I offer suggestions?
___7. Did I write the suggestions down that I wanted to use?
___8. Did I write in a different color pen?
___9. Did I persuade?
Poss, L. (2006) Persuasive Editing checklist. Unpublished manuscript. Valdosta. State University, Ga.
Name___________________________________ Date_________________________
Persuasive Scoring Guide for Editing Stage
Exceeds Standards 4 points
Meets Standards 3 points
Progress Towards Standards 2 points
Needs Improvements
1-0 points
Reading Aloud Reads aloud slowly to make
corrections
Does not read aloud
Spelling Makes spelling corrections
Makes most spelling
corrections
Makes few spelling
corrections
Makes no spelling
corrections Uses
proofreading marks
Uses marks to show changes in
the paper
Uses some marks to show changes
in the paper
Makes few marks to show changes in the
paper
Does not use proofreading
marks
Pen Used a different color pen
Did not use a different color
pen Punctuation No punctuation
errors Few punctuation
errors Many
punctuation errors
Persuasion Stated argument and are
convincing
Stated argument and are
somewhat convincing
Stated argument, but not
convincing
No argument stated no
convincing doje
Total Points Earned_____________ *18 points needed for mastery
Poss, L. (2006) Persuasive scoring guide for editing. Unpublished manuscript. Valdosta. State University, Ga
Accommodations/Modifications
English as a Second Language Provide clarification of any questions English/Spanish dictionary
Deaf/Hard of Hearing Interpreter
Accommodations/Modifications
Learning Disabled Provide assistance Use of word processor Another transcriber
Emotional Behavior Disorder Sit them next to someone they work well
with Monitor behavior
Publishing
Rewriting your work Make it neat and clean Don’t skip lines Add/delete information from revising
and editing
Publishing
Practice Activity Have the students take turns writing out
the class paper you have written. Practice neat handwriting skills
Assessment The students will complete their own
paper by writing a clean copy. When finished, they may share their
work
Name______________________ Date___________________
Publishing Checklist
___1. Did I include all my changes I made to my draft?
___2. Did I use neat handwriting?
___3. Did I spell correctly?
___4. Did I use proper…
___Punctuation
___Capitalization
___Sentence structure
___5. Is it in letter form?
___6. Did I use persuasive language?
___7. Is it convincing?
___8. Am I happy with it enough to turn it in?
Poss, L. (2006) Checklist for Publishing. Unpublished manuscript. Valdosta. State University, Ga.
Name_____________________________ Date_____________________________
Scoring Guide for Publishing
Exceeds Standards 4 points
Meets Standards 3 points
Progress Toward Standards 2 points
Needs Improvement
1-0 points Handwriting Neat and legible Legible but not
neat Neither neat nor
legible Sentences Complete
sentences with subject verb agreement
Mostly complete sentences with
subject verb agreement
Few complete sentences with
subject verb agreement
Little to no complete
sentences with subject verb agreement
Spelling No spelling errors
Few spelling errors
Some spelling errors
Many spelling errors
Punctuation No punctuation or capitalization
errors
Few punctuation and
capitalization errors
Some punctuation and
capitalization errors
Many punctuation and
capitalization errors
Content Paper has a clear beginning, middle, and end
Paper has a beginning,
middle, and end
Paper has 2 out of 3 elements
there
No clear beginning,
middle, and end.
Heading Has heading Does not have heading
Greeting Has greeting Does not have greeting
Body Has body Does not have body
Closing Has closing Does not have closing
Signature Has signature Does not have signature
Persuasion Persuasive words are
evident and argument is evident and
clearly stated
Persuasive words are evident and
argument is evident
Persuasive words and argument are
not yet clear
No persuasive argument
Total Number of Points ______________ *33 points is the total number needed for mastery. Poss, L. (2006) Persuasive Drafting Scoring Guide. Unpublished manuscript. Valdosta. State University, Ga.
Accommodations/Modifications
English as a Second Language Provide clarification of any questions
Deaf/Hard of Hearing Interpreter