Improving Student Writing Skills - cse crafts

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Improving Student Writing Skills Weighted Scoring Rubric Example (using standard assessment criteria) Assignment: Paper describing the effects of acid rain Ideas The paper’s central idea is clear and focused and is supported by vivid, relevant details. All needed information is included. 5 3 1 Points Weight Total The writer has defined a topic, but it is supported by few or by mundane details. The writer has not defined a topic and details are lacking or irrelevant. 4 5 20 Word Choice The writer uses precise, natural, and engaging words to convey the intended message. While the writer’s meaning is clear, word choice lacks energy; words are functional but routine. Words are used incorrectly or the writer uses such limited vocabulary that meaning is impaired. 3.5 2 7 Voice The writer is obviously aware of the audience, communicating in an engaging and personal tone. While functional, the voice is impersonal; the piece could have been written by anybody. The writer seems indifferent to his/her audience or topic; readers are unmoved and left flat. 3 1 3 Sentence Fluency Sentences flow easily and are a pleasure to read aloud. The text is mechanical rather than musical. The text can be read aloud only with practice. Many structural problems exist. 3 2 6 Organization Organization supports the topic and moves the reader through the text cleanly. Readers find meaning without undue confusion, but their path is indirect. There is no identifiable structure. Events and information are random. 3.5 1 3.5 Conventions Even complex conventions enhance meaning and readability. Errors are few. The writer has control of the basic conventions but struggles to use anything more complex. Errors make the piece difficult to read. The writer uses basic conventions incorrectly. 2.5 2 5 Presentation Layout and presentation enhance meaning and visual appeal. The piece is readable and neat, neither adding to nor detracting from meaning and appeal. Presentation is distracting or messy, making meaning unclear. 4 4 16 Total Points Possible (sum of “weight” column, times 5) 85 Total Points Earned 60.5 84 http://www.books-foru.blogspot.com
Assessment and the Traits of Good Writing Weighted Scoring Rubric Template Ideas 5 3 1 Points Weight Total The paper’s central idea is clear and focused, and it is supported by vivid, relevant details. Subject area content is fully expressed. The writer has defined a topic, but it is supported by few or by mundane details. The writer has not defined a topic; subject area details are lacking or irrelevant. Word Choice The writer uses precise, natural, and engaging words to convey the intended message, demonstrating a mastery of content area vocabulary. While the writer’s meaning is clear, word choice lacks energy; words are functional but routine. Words are used incorrectly or the writer uses such limited vocabulary that meaning is impaired. Voice The writer is obviously aware of the audience, communicating in an engaging and personal tone. While functional, the voice is impersonal; the piece could have been written by anybody. The writer seems indifferent to his/her audience or topic; readers are unmoved and left flat. Sentence Fluency Sentences flow easily and are a pleasure to read aloud. The text is mechanical rather than musical. The text can be read aloud only with practice. Many structural problems exist. Organization Organization supports the topic and moves the reader through the text cleanly. Readers find meaning without undue confusion, but their path is indirect. There is no identifiable structure. Events and information are random. Conventions Even complex conventions enhance meaning and readability. Errors are few. The writer has control of the basic conventions but struggles to use anything more complex. Errors make the piece difficult to read. The writer uses basic conventions incorrectly. Presentation Layout and presentation enhance meaning and visual appeal. The piece is readable and neat, neither adding to nor detracting from meaning and appeal. Presentation is distracting or messy, making meaning unclear. Total Points Possible (sum of “weight” column, times 5) Total Points Earned http://www.books-foru.blogspot.com 85
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http://www.books-foru.blogspot.com
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Improving Student Writing Skills Ga
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Table of Contents Introduction.. .
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Introduction As a writing teacher,
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Vocabulary Review Vocabulary Review
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Vocabulary Review presentation Term
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Chapter One Your Physical Classroom
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Your Physical Classroom How Is Your
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Your Physical Classroom Basic Seati
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Your Physical Classroom independent
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Your Physical Classroom Supplies Ch
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Your Physical Classroom Chapter 1 R
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Chapter Two Frameworks for Classroo
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Frameworks for Classroom Time Also,
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Frameworks for Classroom Time Follo
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Frameworks for Classroom Time cessf
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Frameworks for Classroom Time sched
Page 35 and 36: Frameworks for Classroom Time Writi
Page 37 and 38: Frameworks for Classroom Time allow
Page 39 and 40: Frameworks for Classroom Time Figur
Page 41 and 42: Frameworks for Classroom Time Writi
Page 43 and 44: Chapter Three The Writing Process I
Page 45 and 46: The Writing Process Prewriting Duri
Page 47 and 48: The Writing Process and-fat,” “
Page 49 and 50: The Writing Process Bubbling Exampl
Page 51 and 52: The Writing Process Outline Example
Page 53 and 54: The Writing Process Cartoon Strip E
Page 55 and 56: The Writing Process Drafting Each u
Page 57 and 58: The Writing Process Revising Revisi
Page 59 and 60: The Writing Process dents will revi
Page 61 and 62: The Writing Process parents choose
Page 63 and 64: The Writing Process note that “yo
Page 65 and 66: The Writing Process Additionally, p
Page 67 and 68: The Writing Process with each step,
Page 69 and 70: Chapter Four Assessment and the Tra
Page 71 and 72: Assessment and the Traits of Good W
Page 85: Assessment and the Traits of Good W
Page 101 and 102: Chapter Five Teaching Using the Tra
Page 103 and 104: Teaching Using the Traits of Good W
Page 125 and 126: Chapter Six Assignments In combinat
Page 127 and 128: Assignments Persuasive Prompts Spec
Page 129 and 130: Assignments Narrative Prompts Speci
Page 131 and 132: Assignments Daily Journal Prompts (
Page 133 and 134: Glossary expository writing—nonfi
Page 135 and 136: References References Adams, P. (19
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References Isernhagen, J., & Kozise
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