2013-14 - Expository Writing Benchmark 2 – High School Teacher Guide

Dysart Unified School District

Teacher Directions & Guide

for the Interactive

Expository Writing Benchmark

High School

2013-2014

OVERVIEW: The Common Core Standards call for students to write using evidence from reading; therefore, each writing benchmark will include text, graphics, and/or multi-media for students to think through and to use as a model for their writing.

Common Core Appendix A, Informational/Explanatory Writing states:

Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closelyrelated purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process,or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing addressesmatters such as types (What are the different types of poetry?) and components (What are the parts of a motor?);size, function, or behavior (How big is the United States? What is an X-ray used for? How do penguins find food?);how things work (How does the legislative branch of government function?); and why things happen (Why do someauthors blend genres?). To produce this kind of writing, students draw from what they already know and from primaryand secondary sources. With practice, students become better able to develop a controlling idea and a coherent focuson a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing.They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiatingdifferent types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenarioto illustrate a point. Informational/explanatory writing includes a wide array of genres, including academic genressuch as literary analyses, scientific and historical reports, summaries, and prècis writing as well as forms of workplaceand functional writing such as instructions, manuals, memos, reports, applications, and resumes. As students advancethrough the grades, they expand their repertoire of informational/explanatory genres and use them effectively in avariety of disciplines and domains.

Although information is provided in both arguments and explanations, the two types of writing have different aims.Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior.Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why orhow. Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view.In short, arguments are used for persuasion and explanations for clarification.

Like arguments, explanations provide information about causes, contexts, and consequences of processes, phenomena,states of affairs, objects, terminology, and so on. However, in an argument, the writer not only gives informationbut also presents a case with the “pros” (supporting ideas) and “cons” (opposing ideas) on a debatable issue. Becausean argument deals with whether the main claim is true, it demands empirical descriptive evidence, statistics, ordefinitions for support. When writing an argument, the writer supports his or her claim(s) with sound reasoning andrelevant and sufficient evidence.

Common Core Anchor Standards for Expository*

W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

*Please check your grade-level standards for more specific wording.

General Directions

Students will write an expository essay. Teachers should interact with students during the reading process for support. Teachers may have students read independently most of the time, but they should also encourage close reading strategies which call for multiple reads and promote discussions. This speaking and listening can be conducted between partners and among member of the larger groups with the teacher. At no time is it appropriate for the teacher to hand out this packet asking students to read and writequietly and independently. The DBQ/writing benchmark, this is an interactive process.

Guidelines and Information:

  • All resources here including the articles, videos, photos or stories should be read and discussed in class. The teacher may read all selectionswith the class. The ultimate goal is to improve student reading, however, so as students are able, they should read the selections themselves. Partner work is a good way to begin with older readers. Close reading strategies are of paramount importance.
  • Each resource has questions accompanying it which should be answered by the students in class. Teachers can decide whether to do this whole class, in small groups or in pairs. Every student, however, should have an opportunity to ask questions and understand the resources. Discussion is a VERY important component of this process.
  • Teachers may provide guidance and organizational instruction as needed during the rough draft process. During the revising and editing process, however, teachers should no longer be involved with student work.
  • It is strongly suggested that students are directed to use the Speaking and Listening Rubrics included in each student packet during every discussion.
  • For the expository essay, Grades 1-2 students will write a paragraph; grade 3 students will write 3 paragraphs and grades 4-8 students will write 5-paragraph essays.
  • Students will cite sources per Common Core State Standards.
  • Students should use the proper MLA format for citing sources and include a Works Cited or Bibliography page.
  • The final narrative will be written ONLY on the composition paper (at the end of the packet) in blue or black ink.

Five main components to this benchmark:

  • Documents should be analyzed using the guidelines above and questions/activities provided.
  • Teachers should allow time for students to complete pre-writing graphic organizer(s) and/or prewriting outline(s).
  • As part of the writing process, teachers should allow time for students to draft a response that answers the prompt remembering the audience and format
  • Students must include citations; therefore, teachers must monitor writing for the inclusion of citations during the drafting process. A final check must be made by the teacher before submission of the final draft since citations are a pre-requisite for scoring.
  • Teachers will provide time for students to revise, edit, and publish a final response referring them tothe rubric.Teachers should also direct students to PROOFREAD the final draft one last time.

Permitted Resources:

  • dictionary
  • thesaurus
  • internet

Strategies to Share with Students for Success:

  • Underline/highlight directional and specific topic words in the prompt. It is important that you fully understand what it is you are responding to. (Role, Audience, Format, Topic)
  • Each document is important. With every document, realize that you need to analyze and identify the importance of that document so you can respond appropriately to the prompt. You will use and cite evidence from these documents in your writing.
  • Use the right column of the document pages to pose questions, take notes, point out ideas, and organize information.
  • Use summary questions at the bottom to respond to the prompt with the information from the document or the writer’s style. Keep the prompt in mind. What is the important evidence?
  • When reading documents, use reading strategies to help you understand. These should include: slow down, write notes, highlight, reread, pose questions, visualize, look for patterns, use punctuation to your advantage, summarize.
  • Before drafting, review all requirements of thewritten response by reading the rubric.

Criteria for final draft:

  • clearand legible writing
  • use and cite attached documents to support writing
  • use pencil or blue/black ink
  • completeon time

To submit the final draft:

1.Take the cover page off the front of the packet and the final draft from the back of the packet.

2.Staple the cover page tojust the final draft.

Suggested Timeline and Protocol for Teachers – Expository

Day 1-2 / Day 3-6 / Day 7-8
  1. Preview the benchmark with students
  • Distribute test materials (may also display on projector)
  • Explain procedures
  • Share prerequisites:
  • clear and legible writing
  • cite references – use and cite attached documents to support writing
  • use blue/black ink
  • complete on time, in class
  • Review expectations on the Holistic rubric.
  • Focus ONLY on the Exceeds column.
  • Read and discuss “Strategies for Success.”
  1. Exercise 1: Read and analyze the topic, prompt, and “think about.”
  • All students should be able to explain what the prompt asks.
  • Students may discuss what type of texts and evidence would be helpful in writing to the prompt.
  • Set a purpose for reading. “What are you looking for in the sources?”
  • After the reading, teachers should lead the think about questions as a class discussion.
  1. Exercise 2: Analyze mentor text
  • Sources may be read/analyzed whole group, small group, pairs, or individually.
  • Students should take notes to be used in class discussion.
  • Students should respond to all questions for each document in complete sentences.
  • Students must participate in discussions of their findings and can make further notes.
  • USE the “Listening and Speaking Rubric”
/
  1. Exercise 3: Brainstorm/ Pre-planning
  • Students review the prompt and their notes
  • Students write a thesis
  • clearly state their opinion
  • use the formula as a support
FORMULA: Attitude + Subject + Main Point(s)
  • Teacher should check that each student has an acceptable thesis statement
  • Students brainstorm/list vocabulary to be used in writing (word choice)
  1. Exercise 4: Choose and complete a graphic organizer
  • Students should use specific evidence from the source documents at least 3 per body paragraph.
  • Students should document sources (see documentation guide).
  • Student should demonstrate organization that would translate to a rough draft (order of importance, classification, cause/effect, etc.).
  1. Exercise 5: Rough draft on their own paper
  • Addresses the prompt.
  • Must follow formal business letter format.
  • Written in formal language-(Students should use not use conversational speaking or dialogue in their writing, such as, “I am going to tell you about… or I hope you like this essay…”)
  • The body of the letter should be at least three paragraphs in length.
/
  1. Exercise 6: Peer-review
  • Students utilize the peer-review guide to provide feedback to a classmate
  • Students mark on their partners rough draft with colored pencils/highlighters
  • Students should be checking that the prompt requirements are met and for high writing quality.
  1. Exercise 7: Self-review and Edit
  • Students use Informational/ Explanatory Revision Checklist and Editing Checklist.
  • Students use the holistic rubric to improve their paper to an “exceeds” score.
  1. Exercise 8: Final Draft
  • Students will use included final draft paper in BLUE/BLACK ink ONLY
  • Student writing should be clear and legible
*All work must be done in class. GRADES 9-12*

Official Scoring Guide: Arizona’s Instrument to Measure Standards

HOLISTIC RUBRIC BASED ON SIX TRAITS OF WRITING

SCORE POINT 6
Response is sophisticated and skillful in written communication, demonstrated by
  • exceptional clarity, focus, and control in topic development and organization that often show insight.
  • in-depth and/or creative exploration of the topic using rich, relevant, and credible details.
  • a strong, perhaps creative, beginning and a satisfying conclusion.
  • specifically and carefully chosen words that are skillfully crafted into phrases and sentences that enhance meaning.
  • intentional and committed interaction between the writer and the reader.
  • effective and/or creative use of a wide range of conventions with few errors.
/ SCORE POINT 5
Response is excellent and skillful in written communication, demonstrated by
  • clarity, focus, and control in topic development and organization.
  • a balanced and thorough exploration of the topic using relevant details.
  • an inviting beginning and a satisfying sense of closure.
  • a broad range of carefully chosen words crafted into varied sentences that sound natural.
  • awareness of the reader and commitment to the audience and topic.
  • effective use of a wide range of conventions with few errors.

SCORE POINT 4
Response is appropriate and acceptable in written
communication, demonstrated by
  • ideas adequately developed with a clear and coherent presentation of ideas with order and structure that can be formulaic.
  • relevant details that are sometimes general or limited; organization that is clear, but predictable.
  • a recognizable beginning and ending, although one or both may be somewhat weak.
  • effective word choice that is functional and, at times, shows interaction between writer and audience.
  • somewhat varied sentence structure with good control of simple constructions; a natural sound.
  • control of standard conventions although a wide range is not used; errors that do not impede readability.
/ SCORE POINT 3
Response is inadequate in written communication,
demonstrated by
  • broad or simplistic ideas that are understood but often ineffective.
  • attempts at organizing that are inconsistent or ineffective; beginnings and endings that are underdeveloped; repetitive transitional devices.
  • developmental details that are uneven, somewhat predictable, or leave information gaps; details are not always placed effectively in the writing.
  • reliance on clichés and overused words that do not connect with the reader; limited audience awareness.
  • monotonous and sometimes misused words; sentences may sound mechanical, although simple constructions are usually correct.
  • limited control of standard conventions with significant errors.

SCORE POINT 2
Response is poor in written communication,
demonstrated by
  • overly simplistic and sometimes unclear ideas that have insufficiently developed details.
  • sequencing of ideas that is often just a list; missing or ineffective details that require reader inference to comprehend and follow.
  • missing beginning and/or ending.
  • repetitive, monotonous, and often misused words that are awkwardly strung into sentences that are difficult to read because they are either choppy or rambling; most sentences begin with repetitive noun + verb pattern.
  • lack of audience awareness.
  • little control of basic conventions resulting in errors impeding readability.
/ SCORE POINT 1
Response is inferior in written communication,
demonstrated by
  • lack of purpose or ideas and sequencing.
  • organization that obscures the main point.
  • an attempt that is too short to offer coherent development of an idea, if it is stated.
  • extremely limited vocabulary that shows no commitment to communicating a message.
  • sentences with confusing word order that may not permit oral reading.
  • severe and frequent errors in conventions

SCORING PROTOCOL – To the Teacher

Dysart Unified School District – July 2013Page 1

  1. Collect final drafts from students.
  1. You will use the official Holistic Rubric. While the Holistic Rubric has a code for non-scorable* papers, you are cautioned not to give an “off-topic” designation unless there is absolutely no evidence that the student either read the prompt or wrote to the prompt.
  1. A fellow grade-level teacher should score one set of papers first WITHOUT marking on them.
  1. Secondly, you should score and mark-uptests as you would for teaching and giving feedback to your students.
  1. If the score for a paper is within one (1) point for the two scorers, the lower score should be recorded in iASSESS.
  1. If the score for a paper is not within one (1) point after being scored twice on the Holistic Rubric, a conversation should occur between you and your colleague to discuss the difference of scores for inter-rater reliability. Try to come to an agreement or at least within one point (see above).
  1. All other sets of papersmay be scored by just the classroom teacher. Scores must be entered into iASSESSand into your grade book. Grade book scores can reflect normal classroom grading practices.
  1. Scores must be entered into iASSESSand into your grade book within two weeks of the completion of the assessment. Grade book scores can reflect normal classroom grading practices. After scores have been entered into iASSESS, student may also redo the assessment for a higher grade according to the district grading policy.
  1. After students have had an opportunity to review your remarks or you have had time to conferencewith students about their papers, tests should be collected and stored for random sampling by the district.
  1. If you have not been asked to submit a sample before students leave, you will be asked to turn them in for shredding.

* Condition codes for non-scored papers: blank = A; illegible = B; non-English = C; and; and off-topic = D