persuasive writing is one possible genre –ideas- 40% –organization- 20% –style- 20%...

• Persuasive Writing is one possible genre – Ideas- 40%– Organization- 20%– Style- 20%– Conventions- 20%

• I want you to write a letter to me, another teacher, or the Principal persuading one of us to change something about the school day. It can be anything that you think should change. Make sure your ideas are reasonable and support your ideas.

Prewriting Grouping OptionsTeacher’s Instructional needs• Instruction- Whole Group

– Deliver all material at the same time– Eliminate being asked the same question multiple times– Scaffold instruction

• Practice-Pairs– Students can work in pairs to scaffold instruction– Students can act as the teacher and the learner– Share ideas

• Assessment-Individual– The teacher can assess what each individual student knows

Prewriting Grouping Options

Developmental Needs• Lower level students

can learn from their peers

• Students scaffold each other

• Students share ideas

Cultural and Linguistic Needs

• Students can work with higher level students to ask questions

• Teacher can provide individual attention to cultural needs

Persuasive Writing

• Make someone think the way you do

• Appeal to your audience

• Provide facts to enforce your opinion

• Ideas are reasonable

Prewriting

• First stage of the writing process

• Planning stage

• Often use graphic organizer

• Spelling, grammar, and penmanship is not important

PERSUASIVE WRITING GRAPHIC ORGANIZER

Name: ___________________________________Date: ______________

Topic:Opening ideas/thoughts:

Reason #1: ________________________________________________________________________________________________________________________________Supporting Details: 1. _____________________________________________________________________________________________________________________________________________2. _____________________________________________________________________________________________________________________________________________3. _________________________________________________________________________________________________________________________________________________________

Reason #3: ____________________________________________________________________________________________________________________________________Supporting Details: 1. _____________________________________________________________________________________________________________________________________________2. _____________________________________________________________________________________________________________________________________________3. _________________________________________________________________________________________________________________________________________________________

Reason #2: ____________________________________________________________________________________________________________________________________Supporting Details: 1. _____________________________________________________________________________________________________________________________________________2. _____________________________________________________________________________________________________________________________________________3. _________________________________________________________________________________________________________________________________________________________

Conclusion: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What vocabulary words will I use to make my argument in a strong but polite way?

Persuasive writing graphic organizer. (n.d.) Retrieved May 26, 2009, from Dr. Tonja Root’s website: http://www.valdosta.edu/~troot/read7140/persuasive_writing.htm.

Prewriting Graphic Organizer

3 points 2 points 1 point 0 points

Opening ideas/thoughts

Listed at least 3 ideas/thoughts

Listed at least 2 ideas/thoughts

Listed at least 1 idea/thought

No attempt

Reason 1 Listed a reason with at least 3 supporting details

Listed a reason with at least 2 supporting details


No attempt




No attempt




No attempt

Reasons were related to the topic

At least 3 reasons related directly to the topic



No attempt

Conclusion Thoughtful conclusion related to reasons

Partially thought out conclusion related to reasons

Conclusion does directly reflect reasons

No attempt

Vocabulary Listed at least 3 vocabulary words included

Listed at least 2 vocabulary words included

Listed at least 1 vocabulary words included

No attempt

Total Score

Teacher Comments: Jurewicz, K. (2009, May). Prewriting graphic organizer scoring guide. Unpublished scoring guide, Valdosta State University, Valdosta, GA.

Accommodations/Modifications

Differing stages of development

• Provide written instructions

• Break assignments down into smaller tasks

Differing cultural and linguistic backgrounds

• Provide written instructions

• Allow students to work in pairs to scaffold each other

• Provide assistance to individual students

Drafting

• Using graphic organizer write first draft

• Skip lines

• Expand on ideas

• Add details

Scoring Guide for Persuasive: DraftingStudent Name __________________________ Topic ____________________

Expectation:Exceeded Expectations Met Expectations Partially Met

ExpectationsDid Not Meet Expectations

HEADING Address Wrote complete address with no errors.

Wrote address with one or two minor errors.

Wrote partial address, or included more than two errors.

Did not write address.

Date Yes No

Greeting Yes No

INTRODUCTION Topic/position stated First sentence includes the topic and position, is a complete sentence, and grabs the reader’s attention.

First sentence includes the topic and position, and is a complete sentence.

First sentence includes the topic and/or position, but is not a complete sentence.

First sentence does not include the topic and/or position.

Reasons stated Listed more than three reasons.

Listed 3 reasons. Listed two reasons. Listed 1 or no reasons.

BODY Reason 1 Listed more than 2 details to support reason. Wrote in complete sentences.

Listed 2 details to support reason. Wrote in complete sentences.

Listed one detail to support reason. Wrote in incomplete sentences.

Listed no details.

Reason 2 Listed more than 2 details to support reason. Wrote in complete sentences.



Listed no details.

Reason 3 Listed more than 2 details to support reason.; wrote in complete sentences.



Listed no details.

CONCLUSION Summary Provided a summary statement that included both facts and opinion. The fact was one that had not been used in the prior supporting details.

Provided a summary statement that included both facts and opinion.

Provided a strong summary statement that included facts or opinion.

Did not provide a summary statement.

Closing Included an appropriate closing word or phrase.

Did not include an appropriate closing word or phrase.

Pulliam, J. (2008, May). Persuasive writing: Drafting scoring guide. Unpublished scoring guide, Valdosta State University, Valdosta, GA.

Revising

• Re-read writing

• Add details to content

• Change content to make meaning clearer

• Delete content that does not relate

• Rearrange content

• Think of audience

Scoring Guide for Persuasive Writing: Revising StageStudent Name: __________________________ Topic: ____________________

Expectation: Exceeded Expectations

Met Expectations

Partially Met Expectations

Did Not Meet Expectations

Stayed on topic Stayed on topic throughout entire writing.

Stayed on topic throughout most of the writing.

Stayed on topic for less than half of the writing.

Sentence structure Sentences are clear and varied (different types of sentences)

Sentences are clear.

Most sentences are clear (more than half).

Most sentences are not clear (less than half).

Vocabulary words All are used appropriately.

Most are used appropriately.

Few are used appropriately.

None are used appropriately.

Organization Information is organized and coherent.

Information is not organized.

Additions 4 or more additions were made.

3 additions were made.

2 additions were made.

1 or no additions were made.

Replacing All words were replaced with better word choices when necessary.

Most words were replaced with better word choices when necessary.

Few words were replaced with better word choices when necessary.

Words were not replaced with better word choices when necessary.

Removing All words not needed were removed.

Most words not needed were removed.

Few words not needed were removed.

No unnecessary words were removed.

Rearranging All needed rearrangements were made.

Most needed rearrangements were made.

Few needed rearrangements were made.

No needed rearrangements were made.

Completed revising checklist

Checked off all items and answered questions concerning their attitude towards their writing.

Checked off half of the items and/or did not answer the questions concerning their attitude towards their writing.

Checked off less than half of the items.

Comments:Pulliam, J. (2008, May). Persuasive writing: Revising scoring guide. Unpublished scoring guide, Valdosta State University, Valdosta, GA.

Editing• Make mechanical corrections

– Complete sentences– Subject verb agreement– Spelling– Punctuation– Commas– Capitalization

Scoring Guide for Persuasive Writing: EditingStudent Name ________________________ Topic _________________ Date __________

Elements Meets Criteria Partially Meets Criteria

Does Not Meet Criteria

Pen Used a different color -------------------------- Did not use a different color

Spelling Corrected most errors Corrected few errors Did not correct any errors

Capitalization First words in sentences and proper nouns

First words or proper nouns

Did not capitalize first words or proper nouns

Punctuation Used periods and question marks at the end of sentences appropriately. Used commas in a series and after the greeting and closing.

Did not use ending punctuation correctly. Used commas in a series and after the greeting and closing of the letter.

Did not use punctuation correctly.

Sentence Structure Wrote in complete sentences.

Wrote in complete sentences most of the time.

Did not write in complete sentences

Proofreader’s Marks

Correct most of the time. Correct some of the time. Did not use correctly.

Partner Cooperation

Worked with a partner to offer and accept suggestions.

Worked with a partner to either offer or accept suggestions, but not both.

Did not work with a partner to offer or accept suggestions.

Comments:Pulliam, J. (2008, May). Persuasive writing: Editing scoring guide. Unpublished scoring guide, Valdosta State University, Valdosta, GA.

Publishing

• Final stage/Final product

• All changes should be made

• Best handwriting

Elements Meets Criteria Partially Meets Criteria Does not meet Criteria

Handwriting Neat, legible Some words are not legible

Not legible

Revision Changes Included all/most changes Included few changes Included no changes

Editing Changes Included all/most changes Included few changes Included no changes

Signature Signed final copy of letter Did not sign final copy of letter

Sharing Shared letter with someone Plans to share with person to whom the letter is addressed.

Did not /does not plan to share letter with anyone

Pulliam, J. (2008, May). Persuasive writing: Publishing scoring guide. Unpublished scoring guide, Valdosta State University, Valdosta, GA.

Scoring Guide for Persuasive Writing: PublishingStudent Name ________________________ Topic _________________ Date __________

persuasive writing is one possible genre –ideas- 40% –organization- 20% –style- 20%...

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